Students will develop the skills to effectively assess, plan, and implement appropriate intervention strategies for persons presenting with articulation and/or phonological disorders (including with functional or organic etiology) as well as regional or cultural dialectal variations of speech sound production.

This course will explore the social, emotional, cultural and vocational effects a communication disorder may have on individuals, their families and significant others. Students will learn appropriate techniques and strategies for counseling children, adolescents and adults presenting with conditions impacting communication. Students will also learn how to counsel and interact with families (immediate and extended), case managers and other service providers.

Students will learn the etiology, signs, symptoms, and differential audiological findings in infants, children and adults with a variety of auditory disorders. The theory, methodology and procedures in differential diagnosis and test interpretation, including the appropriate modification of test procedures to accommodate the patient¿s chronological age, intellectual age, cultural differences, physical and emotional states will be examined. The assessment and management of persons with central auditory processing disorders will be explored.

Students will learn the normal anatomy and physiology of swallowing in infants, children and adults. The etiology, signs and symptoms of dysphagia, as well as screening, instrumental assessment and non-instrumental evaluation procedures will be explored. Management, including counseling and sensitivity to cultural differences, models of service delivery, indications and methods of oral and non-oral feeding, nutritional issues, and prevention of complications will be investigated. The student will learn to assess the effectiveness of treatment by using relevant outcomes.

This course will address normal communication development in children from birth to age three. Students will develop an understanding of the major etiologies of language disorders in infants and toddlers across cultures. Assessment and strategies, including the infusion of technology, for those presenting with disorders as well as for the at-risk child will be discussed. Skills to informally and formally determine the present communicative level of an infant or toddler using non-standard methods, such as play-based assessment will be addressed. Strategies for helping families from diverse backgrounds participate in the successful implementation of speech and language services to infants and toddlers will be shared. Policies impacting service delivery to this population and their families will be explored.

Students will develop an understanding of the etiologies of language delay and disorders in children, and the impact of language impairment on the learning process. Formal and informal assessment and intervention strategies as well as treatment outcomes will be discussed. Students will develop awareness of issues pertinent to service delivery including cultural diversity, preparation of individualized educational programs, literacy, assessment of progress, behavior management, collaboration and infusion of technology. Various group processes and structures required for successful service delivery will be recognized. Legislation and policies impacting services to school aged children will be explored.

This course will explore the incidence, ethnocultural differences and etiology of impairments that jeopardize acquired language as a result of insult to the central nervous system. The characteristics of different types of aphasias, as well as the effects of right hemisphere damage, including neglect, attention, linguistic, communicative, cognitive and affective deficits will be explored. Students will acquire knowledge of standardized and functional assessment of communication to ascertain the individual¿s abilities and impairments. Treatment approaches and strategies (including the infusion of technology) that promote compensation for deficits and promote recovery of function will be explored. Issues including counseling and educating patients, family members, significant others and care givers specific to the patient¿s diagnosis, management plan, prognosis and discharge will be discussed.

This course will address the incidence, pathophysiology, as well as communicative, mood and behavior changes in persons with dementia (including Alzheimer¿s disease), and those with traumatic brain injury across various cultures. The physiologic, cognitive, auditory and motor speech characteristics, as well as the language, pragmatic and discourse abilities of these individuals will be investigated. The social impact on the individual and the family will be reviewed. Professional services provided to the individual and care giver, including differential diagnosis, assessment and rehabilitation, and the infusion of technology will be discussed. Direct and indirect communication management approaches, including individual and group therapy, stabilization strategies, the use of assistive and augmentative devices, and collaboration with other health care professionals will be explored. Educational intervention and transition to school/work after traumatic brain injury, as well as efficacy, ethical and legal issues pertaining to both disorders will be examined.

The student will learn to read critically and evaluate research in normal and disordered speech, language, hearing and swallowing processes. The principles of research, research designs, issues in conducting unbiased research, types of research, observation, measurement, statistical treatment and reporting of data will be explored. The student will be guided in developing an intuitive understanding of clinical research methodology and integrating it with core statistical concepts and techniques.

This course focuses on approaches to the development of augmentative and alternative modes of communication for individuals of all ages with limited oral communication. The skills to effectively evaluate, select, and properly use a variety of gestural and symbol-based communication systems will be developed. Factors that affect assessment and treatment, such as, severity, age, cultural differences, nature of disorder, etc. will be discussed.

The neuroanatomy and neurophysiology of the central and peripheral nervous systems will be discussed with emphasis on structures that control language, speech and swallowing. The student will learn about the normal embryonic development of the nervous system, and the critical periods of susceptibility to teratogenic agents. The neurological examination and pertinent diagnostic issues including variations in different countries and cultures will be investigated. Signs, symptoms and sequelae of pathological agents will be correlated with clinical implications. Rehabilitation issues will be addressed.

The student will provide supervised screening, diagnostic and treatment services to persons of all ages, from culturally diverse backgrounds, presenting with speech, language, cognitive, swallowing, or hearing disorders. Clinical experiences will include assessment and treatment planning, report writing, oral and written communication with other professionals and family members, client/family education, and counseling. Clinical sites will vary depending on student needs, interest, competency, and availability.

The student will provide supervised screening, diagnostic and treatment services to persons of all ages, from culturally diverse backgrounds, presenting with speech, language, cognitive, swallowing, or hearing disorders. Clinical experiences will include assessment and treatment planning, report writing, oral and written communication with other professionals and family members, client/family education, and counseling. Clinical sites will vary depending on student needs, interest, competency, and availability.

The student will provide supervised screening, diagnostic and treatment services to persons of all ages, from culturally diverse backgrounds, presenting with speech, language, cognitive, swallowing, or hearing disorders. Clinical experiences will include assessment and treatment planning, report writing, oral and written communication with other professionals and family members, client/family education, and counseling. Clinical sites will vary depending on student needs, interest, competency, and availability.

The student will provide supervised screening, diagnostic and treatment services to persons of all ages, from culturally diverse backgrounds, presenting with speech, language, cognitive, swallowing, or hearing disorders. Clinical experiences will include assessment and treatment planning, report writing, oral and written communication with other professionals and family members, client/family education, and counseling. Clinical sites will vary depending on student needs, interest, competency, and availability.

The student will provide supervised screening, diagnostic and treatment services to persons of all ages, from culturally diverse backgrounds, presenting with speech, language, cognitive, swallowing, or hearing disorders. Clinical experiences will include assessment and treatment planning, report writing, oral and written communication with other professionals and family members, client/family education, and counseling. Clinical sites will vary depending on student needs, interest, competency, and availability.

The student will provide supervised screening, diagnostic and treatment services to persons of all ages, from culturally diverse backgrounds, presenting with speech, language, cognitive, swallowing, or hearing disorders. Clinical experiences will include assessment and treatment planning, report writing, oral and written communication with other professionals and family members, client/family education, and counseling. Clinical sites will vary depending on student needs, interest, competency, and availability.

The student will provide supervised screening, diagnostic and treatment services to persons of all ages, from culturally diverse backgrounds, presenting with speech, language, cognitive, swallowing, or hearing disorders. Clinical experiences will include assessment and treatment planning, report writing, oral and written communication with other professionals and family members, client/family education, and counseling. Clinical sites will vary depending on student needs, interest, competency, and availability.

The student will provide supervised screening, diagnostic and treatment services to persons of all ages, from culturally diverse backgrounds, presenting with speech, language, cognitive, swallowing, or hearing disorders. Clinical experiences will include assessment and treatment planning, report writing, oral and written communication with other professionals and family members, client/family education, and counseling. Clinical sites will vary depending on student needs, interest, competency, and availability.

The student will provide supervised screening, diagnostic and treatment services to persons of all ages, from culturally diverse backgrounds, presenting with speech, language, cognitive, swallowing, or hearing disorders. Clinical experiences will include assessment and treatment planning, report writing, oral and written communication with other professionals and family members, client/family education, and counseling. Clinical sites will vary depending on student needs, interest, competency, and availability.

The student will provide supervised screening, diagnostic and treatment services to persons of all ages, from culturally diverse backgrounds, presenting with speech, language, cognitive, swallowing, or hearing disorders. Clinical experiences will include assessment and treatment planning, report writing, oral and written communication with other professionals and family members, client/family education, and counseling. Clinical sites will vary depending on student needs, interest, competency, and availability.

This course will focus on topics such as professional standards, quality improvement, outcome measures, ethical considerations, funding sources, third party reimbursement, work force issues, health care legislation, as well as the role of professional organizations in developing policies that impact speech-language pathology. Approaches to planning, managing and marketing speech-language pathology services in various communities, cultures and practice settings will be discussed.

This course will focus on the historical origins, rules and features of nonstandard English dialects. Normal language and speech acquisition in speakers from culturally/ethnically and linguistically diverse groups will be examined. Strategies to distinguish individuals with communication differences from those with communication disorders will be identified. Students will learn about current clinical standards and practices associated with service delivery to speakers from different backgrounds in respect to race or ethnicity, age, gender, national origin, sexual orientation and disability.

Current as well as historically relevant theories of stuttering and its etiology will be considered. Students will develop skills to identify and classify various types of dysfluencies as well as the social, emotional, cultural, vocational, and economic impact of stuttering. Assessment and intervention strategies for children, adolescents and adults who stutter will be presented.

This course is an advanced exploration of the critical role of hearing in normal language, speech and psychosocial development. The effects of hearing loss on communication across the life span, and the importance of early intervention and counseling will be investigated. Assessment of oral, signed and written language, speech and voice production, auditory discrimination and perception, and speech reading skills will be discussed. Scales used to assess specific communication breakdown and resultant attitudes will be identified. Treatment options and communication strategies, including the use of amplification systems, assistive listening devices, sensory aids and cochlear implants will be explored. Pertinent legislative and multicultural issues will be reviewed. Assessment and management of auditory processing disorders will be addressed.

Current research and theory concerning age-related changes in communication and swallowing due to anatomical, physiological and cognitive changes will be reviewed. The influence of attitudes and expectations, the effects of cultural, psychological and pharmaceutical variables, the role of genetic factors and deleterious environmental influences will be analyzed. Appropriate modifications in assessment and management procedures to meet individual needs in different health care settings, including the use of group treatment and a collaborative management approach will be discussed. Counseling and assistance provided to caregivers and members of the extended social support network will be explored.

This course is a comprehensive study of the theory and research related to underlying neurological pathology, salient features, confirmatory signs, diagnosis and treatment of motor speech disorders across the life span. The etiology and classifications of congenital orofacial anomalies and dentofacial growth problems, genetics of clefting and associated syndromes, including those typically associated with specific racial and ethnic groups will be explored. Acoustical, perceptual and instrumental measures in assessment, as well as models of service delivery and management procedures will be discussed. Pediatric care and feeding of the newborn with a cleft, and complications associated with clefting and craniofacial disorders will be reviewed.

This course includes a comprehensive study of the models of voice production, as well as organic and functional voice disorders across the life span in culturally diverse populations. Etiology, signs, symptoms, and perceptual correlates of vocal pathologies and management will be discussed. The art of assessment including perceptual ratings and the use of contemporary equipment will be explored. Interdisciplinary collaboration in planning and monitoring treatment will be investigated. Communication and swallowing management of tracheotomized and ventilator dependent children and adults, as well as assessment and rehabilitation of head/neck cancer patients will be examined.

This course provides business and practice management principles and procedures for starting and managing a speech-language pathology practice, or in buying/selling an existing private practice. Topics of discussion include market analysis, marketing plan, operation and organizational plan, financial analysis, risk management, office automation, and personnel issues. Procedures for proper bookkeeping and accounting, strategies in pricing, and financial planning will be examined. Issues such as reimbursement, negotiating service contracts, continuous quality improvement, and risk abatement will be discussed.

This course has varying content dealing with issues, trends and topics of current interest. Content will be developed based on assessed needs, interests and goals of a group(s) of students.

This course allows for the exploration of topics and/or issues based upon assessed needs, interest and goals of the individual student under the guidance of a faculty member. Typically, such a study will concentrate on an area not covered in other courses, or an area in which the individual student has developed particular interest and wishes to explore beyond what was covered in another course(s).

Candidates for the Master of Science degree in Communicative Disorders may choose to complete a creative project within the student's professional area under the supervision of a graduate advisor within the Program. It is expected that this project will contribute to the knowledge base of the profession.

Candidates for the Master of Science degree in Communicative Disorders may choose to present a thesis that embodies independent research. The topic must be within the student¿s major professional area and must be approved by the student¿s thesis advisor within the Department. It is expected that the research will contribute to the knowledge base of the profession.

This course provides an in-depth review of the appropriate biostatistical techniques for analyzing categorical data. Included will be chi-square statistics, log-linear analysis, and logistic regression. SPSS and/or SAS statistical software packages will be utilized.

This course covers multivariate analysis of variance and covariance, canonical correlation, factor analysis, discriminant function analysis, and selected advanced topics.

Structural-equation models, log-linear models, and selected advanced topics based on student needs and interests.

The course provides an extensive overview of current theories and models of health promotion and education. In addition, it reviews the scientific evidence and principles supporting the foundation of health promotion and educational programs.

This course provides an overview of social, personality, and cultural factors influencing behavior. It also addresses stress and related psychosocial factors as determinants of health and disease. Psychosocial and behavior models are also discussed. Doctoral students are required to analyze a specific data set and prepare a research literature report on a specific topic in behavioral and psychosocial epidemiology. A prerequisite for the master¿s students is PHS 505 Principles of Epidemiology.

This course examines major qualitative approaches that are most frequently applied to the study of process in human service settings. Students learn how to conduct systematic investigations of in-depth, non-quantitative studies of individuals, groups, organizations, or communities.

This course reviews in greater detail the design, conduct, and evaluation of clinical trials and cohort studies. In addition it addresses errors and common methodological pitfalls using practical illustrations. The first half of the course addresses clinical trials and the second half focuses on other interventional study designs.

This course exposes graduates to current research methods and practice in health promotion. The course will consist of a series of guest lecturers

This course addresses the theories and research on attitude formation and change, attributional styles, prejudice, interpersonal perception, group dynamics, self-regulation, and cognitive styles.

This course provides an overview of social, personality, and cultural factors influencing behavior. It also addresses stress and related psychosocial factors as determinants of health and disease. Psychosocial and behavior models are discussed. Doctoral students will be required to analyze a specific data set and prepare a research literature report on a specific topic in behavioral and psychosocial epidemiology. A prerequisite for the master¿s students is PHS 505 Principles of Epidemiology.

This course provides an in-depth review of the design, conduct, and evaluation of clinical trials and cohort studies. In addition it addresses errors and common methodological pitfalls using practical illustrations. The first half of the course addresses clinical trials and the second half focuses on other interventional study designs.

This course reviews infectious agents of public health importance. Included are vaccine-preventable infectious diseases; diseases spread by personal contact, water, and food; and arthropod-borne diseases and nosocomial infections. In addition, the emergency preparedness system will be discussed and agents involved in bioterrorism will be addressed regarding treatment and (PHS 702) prevention.

This first half of the course addresses nutritional factors and their relationship to disease. The second half involves a review of genetics, inheritance, and molecular factors causing disease.

This course provides theoretical and practical knowledge for managing the human resources of public health organizations. Topics include cultural and psychological factors affecting recruitment, selection, placement, and promotion; training and development processes; performance appraisal methodologies; and job evaluation methods and compensation practices. Factors promoting employee productivity and job satisfaction are explored. Legal concerns, including the requirements for the validation of selection tools, are covered.

This course examines factors determining the supply and demand for healthcare services. Markets for professional services, drugs, and insurance are discussed. Competitive effects on efficiency, effectiveness, and access are examined. The class discusses relevant theories of production, cost curves, market structure, and factor price determination.

This course identifies and analyses legislation and regulations that determine and/or influence healthcare access, delivery and practice. It focuses on the factors that influence policy formulation and implementation. Students are expected to analyze laws and regulations affecting the health of populations at risk for major health problems. Examples of current issues covered are Medicaid, Medicare, HIV/AIDS, family planning, and cardiovascular disease.

The course focuses on the complex and essential interrelationships that exist within and among healthcare entities. This course will 1) identify and study components of the healthcare system (hospitals, clinics, home care agencies, hospice care, emergency medical services, etc.) as well as the interrelationships necessary for their survival. 2) It will explore the variety of arrangements (networks, systems, alliances, etc.) used for integrating and managing these entities. This course will also illustrate the fact that survival within the healthcare industry is largely predicated upon an entity¿s ability to partner with other healthcare providers.

This course introduces the dynamic impact of managed care on the delivery of healthcare services and the cost containment features of health plans that thrived in the 1990s. The student will become familiar with all aspects of managed care (HMOs, PPOs, and POS) from effectiveness including of these healthcare plans medical/loss ratios, profit margins and outcomes measurements to their effects on access to quality of healthcare services.

This course introduces public health organization and practice, including history, concepts, legal basis, purposes, programs and trends in the evolving of public and private sectors of social and preventive medicine in America. It discusses various behaviorally-related health determinants, and presents a number of theories/models to change behaviors at individual and group levels.

This course presents an overarching introduction to national legislative issues and policy processes together with the managerial functions and practices in public and private healthcare organizations. Study emphasis is on the essentials of how executive and supervisory managers professionally perform their roles in the work of leading system-wide teamwork, strategy building, reengineering, resource acquisition, and market effectiveness in competitive environments.

This course introduces the principles and methods of statistical analysis. Topics include hypothesis testing, confidence limits, sample size, statistical tests of inferences, and simple linear and multivariate analysis. Statistical software packages such as SPSS and Stata will be used in illustrating the basic principles of data analysis.

This course introduces major community health concerns and problems in the related fields of environmental and occupational health with an emphasis on disease and disability. Students will review and analyze the policy and ecological change implications of these two public domains.

This course explores the science and practice of epidemiology and its contributions to disease detection, measurement, and prevention in clinical and public health settings. Specific topics include measurement of disease frequency, measurement of disease association, standardization, bias, and study designs. This course also introduces the practical fields of epidemiology.

This course introduces students to applied research methods in public health. It emphasizes essential concepts, techniques and methods of research practice. Basic measurement procedures for analyzing health data are examined through SPSS computer software, and the student is required to complete the design of a research study.

The Masters¿ Research Project provides a culminating experience of the student¿s scientific and professional practice preparation, including proposal formulation of the problem to be studied or an operational project to be implemented with the evaluating conclusion and defending report of the outcome.

Students conclude their MPH studies with a supervised field experience in their respective specializations. This supervised residency practice operates for the full semester with a student commitment of a minimum of 400 clock hours with the placement organization, recognizing flexible arrangements for the mutual benefit of all parties and including possible compensation. The department, student, preceptor and field setting will abide by a formal affiliation agreement which provides policies and guidelines for the placement expectations and responsibilities. It culminates with an analytical focus on the student¿s concentration area. The report should emphasize the learning objectives and competencies for the internship. Enrollment requires permission of the advisor, the instructor of record, and chair. Completion of the course requires the agency¿s preceptor¿s evaluation.

This course examines universal organizational theories which adapt to private healthcare and public health services. Students study a framework of analysis looking at the management science explanations of human behavior in these settings from the perspectives of individual worker and patient roles, group and team relationships, and global systems. Topics include professional understanding of organizational culture, conflict, strategic design, change, measuring performance, and creating alliances.

This course provides an overview of principles and policies relating to public health law and ethical applications. This course will explore federal laws and directives, along with state statutes and local ordinances. Recent case law from federal and state courts will be used as illustrations.

This course explains important financial management techniques applicable to health care settings. Course materials will include the language and function of financial management, analysis of an organization¿s financial position, management of working capital and current assets, budgeting, and the use of financial data for decision making. Students will further their knowledge of computerized information systems through class exercises. Emphasis will be placed on the application of techniques to health services organizations. Students will synthesize techniques through completion of an analysis project and/or research paper in health economic and financing.

This course introduces students to systems in managing for-profit and not-for-profit organizations (such as manufacturing, banking, and health care organization) and emphasizes the role of information systems to increase productivity, to improve quality of products and services, and to insure overall effectiveness or organizational operations. Appropriate application software will be used to analyze cases and complete the class project.

This course examines an overview of the strategic planning process and state-of-the-art marketing applications used by community health organizations. Marketing is viewed as a social change opportunity for public health practitioners and the analysis and design of market plans are studied. As an extension of the marketing audit, several key planning strategies and methods are critically reviewed for their relative value to managers and stakeholders in decision making of long-range and short-terms system futures.

This course examines the role of healthcare administrators and supervisors with respect to personnel interviewing, selection, orientation, performance counseling and appraisal; staff development; leadership development; and related functions of human resources management. Issues of job analysis, labor relations, performance appraisal, training and development, and other concerns are studied in relationship to the human resource process system.

This course introduces the dynamic impact that managed care has had on the delivery of healthcare services and cost containment features of the health plans that thrived in the 1990's. The student will become familiar with all aspects of managed care (HMOs, PPOs, and POS) from effectiveness measurement of these health care plans medical/loss ratios, profit margins and outcomes measurement to the effect on access to quality healthcare services.

This course provides an overview of theories and application of program planning, implementation, and evaluation for public health programs while emphasizing essential components of program planning models and a range or evaluation objectives and designs.

The hallmark of the course is designing and presenting an epidemiological research study. Emphasis will be placed on the major types of epidemiological study designs: cross-sectional, case-control, cohort, and intervention studies. In addition, diagnostic studies to evaluate screening programs will be discussed.

This course addresses modeling and practical application of statistical principals in data analysis. Statistical Software packages such as SAS and SPSS will be used. Topics include probability distributions, simple linear regression, multiple linear regression, log linear modeling, logistic recession, Poisson, and Cox-Proportional Hazard modeling.

This course introduces students to various fields of practical epidemiology. This course primarily addresses the epidemiology of cancer, cardiovascular, and infectious diseases.

This course reviews the basic statistical tools used in epidemiology research. The course includes: sampling and sample size determination, methods to compute confidence intervals and p-values for key epidemiological measures of association, and an overview of regression and statistical methods for analysis of data.

This course introduces the salient features of conducting epidemiological research in special populations with a particular emphasis on African Americans. This course covers the epidemiology of diseases and conditions affecting racial/ethnic minorities, children and the elderly. Other components include psychological and behavioral factors and preventive services.

This course provides an overview of the literature incorporating social and personality factors, cultural influences upon individual behavior, stress, and related psychosocial factors as determinants of health. Health and illness determinants are multi-factorial and enmeshed in the social fabric and psychologic constitution of the person and may involve a complex interaction of the person and environment. Psychosocial epidemiological models of chronic disease will be discussed.

This course provides a comprehensive understanding of health promotion and health education, concepts and applications. It offers students an opportunity to develop a broad understanding of social, cultural and psychological factors as they affect health and health-related behaviors and outcomes at individual, family, and group/community levels. Areas of responsibilities for health educators, as required by the National Commission for Health Education Credentialing (NCHEC) body, are discussed, and students gain competencies essential to pass the Certified Health Education Specialist (CHES) examination. The CHES related skills and competencies in combination with an MPH degree create better job opportunities at state and national levels.

This course examines professional health education practices in most community and individual settings where opportunities exist to acquire and behaviorally deploy personal health knowledge into action. Health risk factors are studied using the socioecological paradigm as applied to a selected community. Furthermore, the roles of the health educator as a community advocate, facilitator and collaborator are explored. Patient education in clinical settings focuses on equipping clinical personnel in the competencies and skills of health promotion techniques.

This course provides the historical perspective, organization and delivery of maternal child health services as well as an analysis of the major health determinants associated with the system of health care and health promotion for this population. Ethical issues, cultural diversity, special and vulnerable populations, disparate health outcomes, environmental health and nutritional issues will be emphasized while highlighted strategies to overcome barriers in health promotion and provision of care.

This course provides an overview of communication and marketing within a health education context. This course examines communication in health care settings, public health campaigns, and cultural differences in communication.

This course examines the behavioral science theories which underpin the fundamental ingredients of most change strategies in continuous health program development. Several models/theories that are designed to alter behaviors are discussed. Theories and models of health perception, health promotion and education along and program planning, research and evaluation are explored. Theories of individual health behavior (e.g., Health Belief Model); interpersonal theories (e.g., Social Cognitive Theory), and models for community level behavioral change (e.g., PRECEDE-PROCEDE Model) are discussed; and their applications are shown through research, practices, and actual projects that students undertake in targeted populations. Students also evaluate both classroom case studies and the actual community implementation of health behavior change programs.

This course introduces students to the basics of Environmental Management and Industrial Hygiene. The course will be divided into two parts. Part I will help students understand the regulatory approaches, effects of pollution and the source of pollutants, and the various environmental management issues. Part II will place an emphasis on control of occupational health hazards that arise as a result of work or during work.

This course assists the student in developing the skills necessary to assess, evaluate and recommend control measures to reduce environmental and occupational risks. This course will involve the study of chemical exposures and the harmful actions of chemicals on humans. Students will study scientific methods currently employed to assess human risks to environmental and occupational contaminants.

This course introduces the field of safety, prevention management, and issues in occupational health. This course will provide the opportunity for the student to apply public health principles and decision making skills with relation to prevention of injury and disease, health promotion, and protection of worker populations from occupational hazards.

This course examines the basic concepts of toxicology and demonstrates how the basic principles are applied in occupational and environmental regulations. Toxicology, the study of the adverse effects of chemical or physical agents on biological systems, is a pillar of both clinical medicine and public health. Students will acquire the armament to develop, interpret, and utilize toxicological data for solving environmental and occupational health problems.

This course examines Federal laws and regulations concerning environmental and occupational health. This course will introduce students to State environmental policies and occupational health regulations while and emphasize implementation and compliance with environmental and occupational health regulations and laws.

This course presents important aspects of growth and development, nutritional requirements and concerns, and dietary recommendations from conception to adulthood. Emphasis is on the special nutritional concerns of minorities and the medical, psycho-social, and environmental factors influencing nutritional status. Topics in current controversies, chronic disease prevention, nutrition education, and health promotion are also covered.

This course addresses food and its role in the culture and food beliefs and practices of various religious and ethnic groups in the United States. It emphasizes the impact of culture, socio-economic differences, and other factors on food practices and health beliefs to prepare students to provide culturally sensitive services to communities and clients.

This course introduces important methodological approaches to comparative analyses. For analytical purposes, the health systems of the world will be classified into four major categories. Important examples from each of these categories will be discussed. Specific objectives of the course are: to discuss the health system categories and their determinants; to identify important components of a health system; and to illustrate the health system categories by selecting country case studies. Health care reform proposals of various countries will also be discussed.

This course introduces the students to health care in settings with severe resource constraints, rapid population growth, critical competing priorities, poor data collection, and high disease burden. Students are prepared for effectiveness in international health by studying infectious disease control, nutrition, environmental health, health practices, and needs for sustainability as they apply to the tropical setting.

This course is an introduction to the mathematical foundation of statistics and statistical theory. It provides an in depth coverage that includes probability theory, probability distributions, random variables, theories of statistical testing, interval estimation, and hypothesis testing The course starts with defining a sample space and the random variable then expounds to include distribution and density functions and concludes with applications of hypothesis testing and confidence interval estimation.

The purpose of this course is to teach two statistical computing applications: Statistical Packages for the Social Sciences (SPSS) and Statistical Analysis Software (SAS). This course covers the basic and intermediate applications of these two statistical programming applications. For SPSS, students will learn the following: the basic components of the software (input, analysis and output interfaces), usng the data editor, creating SPSS data file, create and recode variables, and set propertise of variables. For SAS students will learn the following: components to a SAS program, syntax of SAS program, comment statements, the various features of the Data Step, Procedure (PROC) Steps, common features of both Steps, and SAS Utilities will be covered in much detail. Students will apply the knowledge and skills acquired to the generation of statistical reports using descriptive statistics and related charts. The common feature of the PROC Step of statistical methods ranging from Descriptive Statistics through Analysis of Variance.

This course highlights selective topics in public health relevant to today¿s changing public health forum and environment. The topics are designed to encompass a broad range of public health issues. Thus, topics for discussion are addressed within each of the following core areas of public health: Behavioral Health, Biostatics, Environmental Health, Epidemiology and Health-Related Conditions, and Health Care Planning and Organization.

This is an individual directed study in a specific concentration of public health selected by the student and approved by the professor.

This course is an advanced, intermediate level course in biostatistics with emphasis on statistical and analytical techniques important to researchers and practitioners within the public health setting. This course provides in depth coverage of bio-statistical methods including statisitcal inference, sample size calculation, and multivariate regression techniques. This course is offered as an advanced PSH 701 with modification in the theoretical exercises and course expectations for examinations.

This is an advanced course in biostatistics with emphasis on statistical inference, sample size calculations, and multiple regression techniques. The course emphasizes the use of computer software packages in conducting statistical procedures. The software packages include SPSS, SAS, Epi Info, GIS, and others. Emphasis is placed on selecting the appropriate statistical test and the most appropriate analytical procedure. Advanced Biostatistics Lab I course (PHS 711) must be taken simultaneously with this course.

This course addresses the major behavioral factors causing diseases in the nation. The course focuses on cardiovascular disease, cancer, HIV, and other chronic diseases. Disease pathology and pathogenesis are described, and their major determinants and behavioral risk factors are examined. Current models and theories of disease prevention and health promotion are addressed. Students will learn how to implement effective strategies and interventions to reduce risk factors and diseases.

This course examines unique health problems and concerns among African Americans, rural populations, women, children, other minorities and special populations. It describes basic study designs and their strengths and limitations, and addresses specific cultural competencies, research codes of ethics, and health disparities. It also addresses strategies for designing studies and interventions involving lay community leaders, faith-based organizations, and innovative means to reach special communities.

This course explores descriptive research methods and emphasizes the importance of using a mixed approach of qualitative and quantitative techniques. Students are provided with an overview of survey research methodology. Questionnaire and interview design, scale construction, methods of administration, response rate, reliability measurements, scale construction and validity are discussed. Also, specific qualitative methods and techniques such as participant observation, interviewing, focus groups, and use of personal documents and records are discussed.

This course introduces advocacy and support measures for the promotion and formation of new legislation and the establishment of public health policies. Important federal, state, and international legislation is analyzed. The course also addresses the trends and processes by which public health programs are established in the United States and around the world.

The purpose of this course is to provide students with a foundation not only in the study of leadership practice and theory, but also for the broader concept of leading people and health organization across multiple and interconnected disciplines. It is important for leaders to work collaboratively and appreciate all areas of public health and the important roles that all disciplines play, such as social work, urban planning, anthropology, and education.

These laboratory courses accompany the Advanced Biostatistics and Computer Applications courses. The computer laboratory courses provide practical experience with the computer software programs discussed in the class. The biostatistics course (PHS 701) and Lab I must be taken at the same time. Lab II and Lab III are taken during the following semesters. Each lab course is a one-hour credit.

SAS statistical software is used for research analysis of public health and clinical data. This course provides hands-on programming approaches to programming and statistical computing skills. It include techniques for entering, data management, and manipulating data combined with step-by-step instruction for analyzing the data using SAS.

These laboratory courses accompany the Advanced Biostatistics and Computer Applications courses. The computer laboratory courses provide practical experience with the computer software programs discussed in the class. The biostatistics course (PHS 701) and Lab I must be taken at the same time. Lab II and Lab III are taken during the following semesters. Each lab course is a one-hour credit.

This is a supervised community experience where students participate in a community-oriented service or practice to gain first hand knowledge of community issues and decision-making processes. In the context of this experience, the student begins developing a research agenda that should be relevant to community needs and/or practices. Students are required to register for the 1-credit hour practicum during the second semester and maintain enrollment each semester for three consecutive semesters, with the third semester culminating as the capstone experience. A final paper of publishable quality is required for completion of the course and registering for the dissertation.

This is an individually directed study in a specific concentration in public health selected by the student and approved by the professor.

Students will complete doctoral level research that demonstrates the ability to conduct a rigorous project within a specific concentration. The research topic, approved by the dissertation committee, should reflect the candidate¿s interest in a problem unique to public health. The completion of a minimum of 45 semester credit hours is required before enrolling in this course. Enrollment must be continuous until the research experience culminates in the successful defense of the dissertation.