Mar 28, 2024  
Graduate Catalog 2019-2020 
    
Graduate Catalog 2019-2020 [ARCHIVED CATALOG]

Course Descriptions


 

Psychology

  
  • PSY 563 Applied Behavior Analysis

    This course examines the fundamental elements of behavior change and specific behavior change procedures. Credit(s): 3

  
  • PSY 564 Advanced Applied Behavior Analysis

    Application of behavior analysis beginning with identification of the client through measurement, intervention, implementation, and assessment. Credit(s): 4

    Prerequisite(s): PSY 563 
  
  • PSY 571 Autism

    Introduction to Autism Spectral Disorders through the lens of the social, emotional, physiological and educational needs from diagnosis through intervention and supports. Credit(s): 3

    Prerequisite(s): PSY 561  PSY 572  (recommended)
    Corequisite(s): PSY 562  (recommended)
  
  • PSY 572 Ethical, Legal and Professional Conduct in Behavior Analysis

    This course will focus on an examination of the ethical, legal and professional principles of behavior analysis. Credit(s): 3

    Corequisite(s): PSY 561  (recommended)
  
  • PSY 595 Topics in Behavior Analysis

    Examination of special topics within the field of behavior analysis. Credit(s): 3


Psychology - Graduate Professional

  
  • PSY 565 Advanced Concepts and Principles in ABA

    This course reviews the basic concepts and principles of Applied Behavior Analysis presented in PSY 561  and progresses to advanced ABA theory and methods. Specifically, students will analyze and apply the factual, procedural, and conceptual knowledge of these concepts and principles by demonstrating mastery in real world environments. 

      Credit(s): 3

    Prerequisite(s): PSY 561  

  
  • PSY 580 Organizational Behavior Management in ABA

    This course focuses on the use of behavioral analysis applications within an organizational setting including systems for training and managing service providers (e.g., staff, teachers, etc.). Credit(s): 3

    Prerequisite(s): PSY 561  PSY 572  
    Corequisite(s): PSY 563  
  
  • PSYP 510 Human Growth and Learning

    This course provides a means for teachers and prospective teachers to improve their effectiveness in the classroom, and for supervisors to aid in the strengthening of professional development in teachers. It brings the discipline of educational psychology to the educator along with the summary of research findings that assist in developing a more reflective teacher. Credit(s): 3


Public Administration

  
  • PAD 501 Public Administration and Management

    A course designed to develop the student’s knowledge of public administration by providing an overview of those issues and skills necessary for the professional management of organizations in a political or non-profit environment. Credit(s): 3

  
  • PAD 503 Public Personnel Administration

    This course is to introduce students of public administration to the objectives, context and techniques of public personnel management and provide them with the knowledge and skills necessary to be effective public personnel managers. Credit(s): 3


Quantitative Methods

  
  • QM 502 Business Statistics

    The purpose of this course is to introduce basic concepts of statistics. The course is designed to help students apply statistical methods to solve business problems. The course covers descriptive statics, probability distributions and inferential statistics. Credit(s): 1.5

  
  • QM 504 Business Analytics

    This course provides analytical tools beyond statistics to support business decision-making. Business analytics is an interactive process of analyzing and exploring enterprise data to gain valuable insights on business practices. The course covers predictive analytics and prescriptive analytics including, but not limited to, linear regression and linear programming. Credit(s): 1.5

    Prerequisite(s): QM 502 

Reading

  
  • RDG 523 Foundations of Literacy

    This course is designed to impart a thorough understanding of the Virginia English Standards of Learning as well as the reciprocal nature of reading and writing. Reading instruction includes phonemic awareness, concept of print, phonics, fluency, vocabulary development and comprehension strategies. Writing instruction includes writing strategies and conventions that support the composing/writing expression and usage/mechanics domains. This course includes proficiency in understanding the stages of spelling development, the writing process and fostering appreciation of a variety of fiction, non-fiction text and independent reading. Credit(s): 3

  
  • RDG 524 Analysis and Remedial Techniques in Reading

    The course emphasizes the diagnosis of reading disabilities, the uses of standardized and informal diagnostic testing, report writing, interpretation of research and application to reading problems, and the selection and evaluation of materials used for remediation. Credit(s): 3

  
  • RDG 530 Clinical Diagnosis and Treatment of Reading Difficulties

    A supervised clinic in which the student is required to diagnose the needs of individual children. Emphasis is placed on the remediation and treatment of the diagnosed reading difficulties. Credit(s): 3

  
  • RDG 535 Language Development

    The language development of children from school years Pre-K through 12 is discussed. Consideration is given to instructional strategies that focus on language acquisition and its relationship to reading and the communicative arts of spelling, writing and speaking. Credit(s): 3

  
  • RDG 602 Leadership in Literacy Programs

    This course examines central issues related to literacy instruction, assessment and leadership. Emphasis is placed on the use of assessment data to plan literacy instruction and to organize school-wide reading programs. In addition, the course presents an overview of the literacy coach’s role in improving the literacy performance of students, as well as effective coaching practices and strategies related to improvements and innovations in classroom teaching and literacy instruction. Credit(s): 3

  
  • RDG 610 Language and Literacy Development in Early Childhood

    This course examines issues, theories, processes and contexts involved in oral language and early literacy development. Additionally, this course explores the implications for curriculum and instruction in early childhood settings for children from birth through grade two, including the role of English language learners and language development for exceptional learners. Students will develop competencies in the components of emergent literacy, which include oral language development, phonological and phonemic awareness, the alphabetic principle, high frequency vocabulary development, decoding and spelling strategies, and fluency development. Credit(s): 3

  
  • RDG 611 Assessment and Instruction in Early Literacy

    This course is a study of research-based literacy assessment and instructional practices useful in guiding developmentally appropriate learning for emergent readers. The course will provide participants with instruction and experience in the evaluation of abilities and achievement in literacy using formal and informal assessment procedures. Participants will design instructional programs based upon identified needs of individual children. Credit(s): 3

    Prerequisite(s): RDG 610 
  
  • RDG 613 Family Literacy: Home, School and Community Partnerships

    This course examines effective family involvement programs and current research underscoring the interaction among families, schools and the community and the impact of these factors on the academic success of preschool children. Participants will have opportunities to examine different approaches to and programs for family literacy. Emphasis is placed on developing understandings of cultural diversity and ethics when working with families and children. Credit(s): 3

  
  • RDG 614 Field Experience in Early Literacy

    This course is a study of research-based literacy assessment and instructional practices useful in guiding developmentally appropriate learning for emergent readers. Through field experiences, students will improve their instructional and assessment practices by evaluating abilities and achievement in literacy using formal and informal assessment procedures. Students will design instructional programs based upon identified needs of individual children. Credit(s): 3

    Prerequisite(s): RDG 610 , RDG 611  and RDG 613 
  
  • RDG 635 Literacy in the Content Areas

    This course includes a study of the teaching and learning strategies necessary for developing basic literacy skills in the content areas. Teacher candidates will focus on assessing and improving PreK-12 student achievement in content disciplines by implementing effective, research-based practices for teaching reading and writing. In practica, teacher candidates will tutor children struggling with literacy. Credit(s): 3

  
  • RDG 648 Collaborative Projects in Literacy

    Students will conduct collaborative projects focused on identified PreK-12 literacy achievement concerns. In order to increase peer knowledge and professional development, students’ projects will implement research-based best practices in teaching and assessment. Credit(s): 3

    Prerequisite(s): EDU 580  and EDU 581 

Research Studies

  
  • RST 660 Case Study Research

    This course examines the use of case study methods in social science
    research. The theoretical foundations, core characteristics, uses, strengths and
    limitations of case study research are introduced. Data collection and analysis
    strategies (qualitative and quantitative) commonly used in case study research are
    explored. The course provides opportunities for practical application through the
    development and piloting of a small case study project. Credit(s): 3

    Prerequisite(s): A graduate level social science research methods course is strongly recommended.
  
  • RST 671 Using Educational Measurement and Statistics

    This course serves as an introduction toresearch in education. This course concentrates on the design and development, including validity and reliability, of objective-based, criterion-referenced and norm-referenced tests for use in research. It also includes evaluation experiences to analyze and compare a variety of assessments available for measuring learner attitude and cognitive ability. Concepts from statistics introduced as they are needed to understand and interpret the data being examined. Credit(s): 3

  
  • RST 672 Outcomes Assessment and Statistical Applications in Organizations

    This course offers students an introduction to using tests, assessments, and other measurement tools to make organizational decisions. It is designed to encourage students to think critically about their use and efficacy and to place these practices in the context of demands for organizational effectiveness by stakeholder constituencies. Credit(s): 3

  
  • RST 675 Scholarly Writing and Publication

    The course is designed to expand learners’ understanding of scholarly activity, its various manifestations, and the distinctions among these forms. This course will allow learners to gain exposure to a variety of forms of scholarly work, the skills required to engage in these forms of scholarship, and to engage in practical applications of these forms of scholarly work. Credit(s): 3

  
  • RST 676 Survey Design and Analysis

    This course will provide the background, knowledge, tools and critical thinking skills needed to build and analyze a survey. Specifically, it will provide the basic knowledge for identifying and developing specific survey objectives, writing a survey instrument, developing a reliable and valid self-administered survey, selecting the most appropriate mode, making decisions about design elements to increase participation and data quality, selecting a sample and administering surveys. Credit(s): 3

  
  • RST 678 Practitioner Research I

    This course will develop the applied research skills of education practitioners, preparing them to engage in critical self-reflection, critique of their work in particular social settings, and improve practice in those settings using systematic inquiry and taking into account issues of social justice, ethical practice and empowerment. Basic research models, methodologies, analytical practices and the application of findings will be coupled with synthesis of the literature. Topical emphases include collaborative and participant forms of research, problem-centered inquiry, social justice and empowerment perspectives and research for social change. The identification and definition of a problem appropriate to action research and the selection of appropriate research methods for individual action research projects results from participation in the course. Credit(s): 3

  
  • RST 679 Practitioner Research II

    This course builds upon the practitioner research proposal developed in RST 678  Practitioner Research I, and consists of the implementation of the research project, the collection and analysis of data, and conclusion-drawing based on this data analysis. Both a written and oral presentation of this project required. The seminar provides the opportunity to practice the collaborative engagement that characterizes action research, meeting to discuss ongoing projects, offering guidance and perspective in analysis and building recommendations, and in the writing of the paper. Credit(s): 3

    Prerequisite(s): RST 678 
  
  • RST 684 Introduction to Research Literacy

    This course introduces graduate students to appropriate models of research, the methods of quality research and appropriateness of the methods and analytical procedures to the question(s) being explored in a study. This course prepares students in necessary skills in accessing, using, interpreting, developing and designing research in the social sciences. Learners will begin to become familiar with the research methods used in their field(s) of study, the philosophical and ethical frameworks associated with that work, and the comparative theoretical constructs informing that work. Learners will be able to articulate the basic concepts of research design and critique design approaches with respect to the questions researchers have set out to answer. In this course, the methods discussed are broadly applicable in the social sciences. Credit(s): 3

  
  • RST 696 Topics in Research Studies

    Study of specific topics, issues or themes within the field of research studies. Credit(s): 3

  
  • RST 771 Quantitative Research - Proposal

    Applied Research Projects are designed to assist students in developing the skills necessary for designing, conducting and reporting educational research. Students focus their research topic on one of the major elements contained in a formal dissertation. The quantitative proposal focuses on the planning of a research project based on the literature review outcomes and designed to conduct a quantitative pilot research study approved by the faculty. The project is designed to provide experience for the student in planning research. Credit(s): 1.5

    Prerequisite(s): RST 684  (or RST 761 and RST 762) and RST 775 
  
  • RST 772 Quantitative Research - Pilot

    Applied Research Projects are designed to assist students in developing the skills necessary for designing, conducting and reporting educational research. Students focus their research topic on one of the major elements contained in a formal dissertation. The quantitative pilot focuses on the conduct of a pilot study that applies the design of research completed in RST 771 . This research project is a quantitative pilot research study approved by the faculty. The project is designed to provide experience for the student in conducting research. Credit(s): 1.5

    Prerequisite(s): RST 771 
  
  • RST 773 Qualitative Research - Proposal

    Applied Research Projects are designed to assist students in developing the skills necessary for designing, conducting and reporting educational research. Students focus their research topic on one of the major elements contained in a formal dissertation. The qualitative proposal focuses on the planning of a research project based on the literature review outcomes and designed to conduct a qualitative pilot research study approved by the faculty. The project is designed to provide experience for the student in planning research. Credit(s): 1.5

    Prerequisite(s): RST 684  (or RST 761 and RST 762)
  
  • RST 774 Qualitative Research - Pilot

    Applied Research Projects are designed to assist students in developing the skills necessary for designing, conducting and reporting educational research. Students focus their research topic on one of the major elements contained in a formal dissertation. The qualitative pilot focuses on the conduct of a pilot study that applies the design of research completed in RST 773 . This research project is a qualitative pilot research study approved by the faculty. The project is designed to provide experience for the student in conducting research. Credit(s): 1.5

    Prerequisite(s): RST 773 
  
  • RST 775 Quantitative Research Design and Data Analysis

    This is an introductory course in quantitative research design and data analysis procedures. It includes sampling procedures, quantitative statistics analysis procedures, and non-parametric procedures. Emphasis is placed on the application of computer programs designed to perform statistical analysis. Instruction includes the proper interpretation of the results obtained from computer analysis. Admission to EdD or DProf program required. Credit(s): 3

  
  • RST 776 Advanced Quantitative Research Design and Data Analysis

    This is a course in the analysis of complex quantitative research data used in the social sciences. The content of the course includes both parametric and non-parametric multivariate analysis procedures. It includes the use of analysis software. This course provides the analysis procedures needed for the completion of the dissertation. Credit(s): 3

    Prerequisite(s): RST 775 
  
  • RST 784 Qualitative Methods for Doctoral Research

    This course is designed to provide both a theoretical foundation in qualitative methods in social science research and in-depth training in qualitative data collection, analysis, interpretation and presentation. The course focuses on how to frame research questions and design appropriate research strategies that incorporate qualitative methods. The ethics of conducting this kind of research will be examined in depth. The methods studied will include participant observation, in-depth interviews, historical analysis, focus group and other emerging techniques. Credit(s): 3

    Prerequisite(s): RST 684  and admission to EdD or DProf program
  
  • RST 799 Dissertation

    Individual tutorial assistance is given to students in the dissertation stage of their program. Ongoing enrollment in RST 799 until successful completion of the dissertation is required, for a minimum of 15 credits; additional credits may be required 1) in cases where the dissertation involves a more complex design, and the need for such additional credits will be based on the judgment of the dissertation chair and committee, or 2) to maintain continuous enrollment while completing substantive work left undone at the end of the term of course registration. Students may enroll in RST 799 for credit, choosing a section of one, three or five credits per term. This is a pass-fail course. Credit(s): 1, 3 or 5

    Prerequisite(s): Admission to doctoral program, passing of comprehensive examinations, and permission of advisor

Service Learning

  
  • SRVL 501 Public Service and Not-for-profit Organizations

    This course utilizes service learning as a basis for learning. It is intended to foster and increase a sense of community involvement by graduate students with an emphasis on working with populations and the non-profit sector with whom the student may have had only some interaction. Analysis of the effectiveness of the non-profit with creation of an action plan presented to leaders of the non-profit is central to this course. For each credit hour, at least 15 hours in service in the community is required. Credit(s): 1, 2 or 3


Special Education

  
  • SED 533 Instructional Strategies in Reading and Writing for Students with Disabilities

    This course is designed to develop skills that impart a thorough understanding of

    the general curriculum and English requirements expectations, and how to

    provide access to the curriculum based on student characteristics and needs.

    Students will identify, understand and implement a range of specialized

    instructional strategies, research-based interventions and instructional

    technologies that reflect best practice in reading and writing instruction for

    students with disabilities. Additionally, students will align the instructional

    practices and intervention with the Virginia Standards of Learning and state

    assessments. Credit(s): 3

  
  • SED 537 Instructional Strategies in Mathematics for Students with Disabilities

    This course is designed to develop knowledge and
     skills related to the
    application of service delivery, curriculum and
     instruction of students with
    disabilities in the general mathematics curriculum
     K-12. Students develop and
    use curriculum-based and standardized mathematics
     assessments to conduct
    ongoing evaluations to determine student needs as
     they relate to the general
    mathematics curriculum. Students model and
     directly teach a variety of
    mathematics instructional strategies to address
     calculations, reasoning and
    problem-solving skills. Instructional practices
     and interventions are aligned with
    the Virginia Standards of Learning and state
     assessments. Students demonstrate
    best practices in collaborative practice and in
     the use of assistive and
    instructional technologies to promote learning and
     independence for students
    with disabilities. Three credits. Credit(s): 3

  
  • SED 565 Foundations/Legal/Medical Aspects of Special Education

    This course serves as an introductory course for students seeking endorsements necessary to teach special education preK-12. It is designed to increase knowledge and develop skills involving the foundations, legal and medical aspects of special education. The course reviews the history of special education and the current processes for providing services from early childhood through transition to adulthood. Students will also learn characteristics and educational approaches with an emphasis on teaching students included in each of the 14 IDEA categories of characteristic exceptionalities. Students will also be given an overview of assessment procedures, curriculum development, behavior management strategies and service delivery models, such as inclusion and collaboration. Credit(s): 3

  
  • SED 567 Special Education Instruction, Behavior Management and Assessment

    This course provides an overview and examines the foundational factors of instruction, assessment and evaluation related to best special education practices for applying and synthesizing these factors related to the realm of a special education program. This course is designed to prepare individuals with knowledge and skills to effectively manage and promote prosocial skills of students who present challenging behaviors. Specific focus will be aimed at an understanding and application of classroom and behavior management techniques along with individual intervention strategies. Credit(s): 3

    Prerequisite(s): SED 565 or its equivalent 
  
  • SED 569 Collaborative and Consultative Strategies

    This course provides professionals in special education and related fields with the

    knowledge and skill development in consultation, case management, and coteaching

    and collaboration. This course includes understanding roles and

    responsibilities, knowledge and application of effective communication skills,

    culturally responsive practices and strategies and the ability to develop home,

    school and community partnerships to address the needs of students with

    disabilities. Credit(s): 3

  
  • SED 571 Characteristics of Students with Disabilities

    This course provides an overview of the characteristics of students with learning disabilities, mental retardation, development delay, autism, traumatic brain injury, multiple disabilities and other health impairments relative to age, level of severity and developmental differences manifested in cognitive, linguistic, physical, psychomotor and social/emotional functioning who are accessing the general PreK-12 curriculum. A balance of realistic and pragmatic issues in theory research, historical perspectives and environment influences will be included. Credit(s): 3

  
  • SED 573 Curriculum, Instruction and Service Delivery

    This course is designed to provide participants with skills in planning, developing and implementing programs for diverse learners. The course addresses classroom organization, development and implementation of individual educational programs [IEPs], group instruction, curriculum strategies and adaptations for teaching content area materials to students with diverse backgrounds and abilities. Credit(s): 3

    Prerequisite(s): SED 565 or its equivalent
  
  • SED 575 Transitions for Students with Disabilities

    This course examines the problems, trends, and procedures used to prepare students and work with families to provide successful student transition throughout the educational experience to include postsecondary training, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship and legal considerations. Credit(s): 3


Supply Chain Managment

  
  • SCM 530 Operations and Supply Chain Management

    This course covers an overview of supply chain strategy, design, planning and implementation. Supply chain management integrates labor, materials, capital invested and information to effectively and efficiently deliver goods and service from point-of-origin to point-of-consumption. In addition, supply chain coordination, sustainable operations, business model innovation and supply chain risks are covered. Credit(s): 3

    Prerequisite(s): QM 504 
  
  • SCM 532 Purchasing and Supply Management

    This course addresses modern practices and techniques of the purchasing and supply management (PSM) function. Included in the coverage of PSM are supply organization, quality, supplier selection, price determination, purchasing policy and procedures, material and logistic systems, inventory, global purchasing, acquisition of capital assets and supplier relations. This course is designed to help students prepare for examinations leading to professional certification in supply chain management. Not open to students who took BA 442. Credit(s): 3

    Prerequisite(s): SCM 530 
  
  • SCM 536 Logistics and Distribution Management

    This course provides an overview of distribution operations and tools to make strategic, tactical and operational level decisions. The course includes order management, packaging and materials handling, transportation, location selection, warehousing management and global logistics. This course is designed to help students prepare for examinations leading to professional certification in supply chain management. Not open to students who took BA 446. Credit(s): 3

    Prerequisite(s): SCM 530 

Writing

  
  • WR 502 Writing in the Health Professions

    Designed to both improve students’ writing skills as well as acquaint them with important genres, strategies and styles of writing in medicine, nursing, physical therapy, athletic training and other health professions, this course mixes workshop with lecture and discussion formats and allows student to work (in ethical ways) on writing required by science courses they are currently taking. Credit(s): 3

  
  • WR 636 Writing and Learning Across the Curriculum

    This course assists instructors in learning research-based strategies and best practices for using writing as a valuable instructional and assessment tool across the curriculum. As teacher-writers, participants will work on their own writing in mentorship sessions instructed by Shenandoah Valley Writing Project (SVWP) Teacher Consultants. Participants should be practicing teachers. Credit(s): 3

  
  • WR 637 Intensive Writing Workshop

    This course brings together up to 25 distinguished local teachers from public and private schools, K-University levels, who have been invited by their institutions to participate in this four-week intensive summer experience to become Shenandoah Valley Writing Project (SVWP) Teacher Consultants. Students will examine issues in the teaching of writing; compare theories and research studies in the field; compose analytical and persuasive papers; and design, develop and present lessons demonstrating best practices. Participants are required to provide in service workshops to their individual institutions for course completion. Course participation is by invitation only. Credit(s): 6

  
  • WR 640 Teaching Grammar and Linguistics Through Reading and Writing

    This class examines and implements research-based best practices in learning and teaching grammar and linguistics as integrated with writing and reading instruction. This course includes strategies, workshops and assessments to help participants understand how to improve oral and written performance. Credit(s): 3

  
  • WR 641 Literacy Leadership: Coaching and Evaluating Writing

    Participants will follow National Writing Project (NWP) protocols as they learn to examine, implement and reflect on best practices as writing coaches. In both field and class settings, participants will demonstrate research-based best practices in evaluating writing to increase student skills and achievement. Credit(s): 3


Public Health

  
  • PH 501 History and Philosophy of Public Health

    This course will provide students with foundational knowledge of public health’s historical contributions, ethical bases, key
    terms, concepts and organization. This course will examine public health through its historical context and will use this information in the evaluation of current health issues.  Credit(s): 3

  
  • PH 502 Population Health for Health Professions

    This course will provide students with key concepts related to maintaining the health and wellness of populations.  This course will examine the challenges and opportunities to improving health within and across populations from an interprofessional perspective. This course focuses on preparing health professionals with the foundational skills needed to understand, collaborate and coordinate care from a population health perspective.  Key themes of interprofessional communication, collaboration, leadership and professionalism will be integrated throughout course content. Credit(s): 3

    Prerequisite(s): Enrolled in Population Health Certificate Program.  Or, approval from Graduate Public Health Progragm Director for non-public health majors to enroll. 
  
  • PH 505 Social & Behav Aspects of Public Health

    This course is a broad introduction to health
    promotion approaches in the social and behavioral
    sciences that can inform public health practice
    and research. It will examine public health from
    a multidisciplinary and population-oriented
    perspective with a focus on reducing preventable
    disease, reducing mortality and promoting health
    interventions. Three credits. Credit(s): 3

  
  • PH 510 Biostatistics in Public Health

     The course will provide students with an
     introduction to biostatistical methods and
     applications. This course covers the basic tools
     for collection, analysis and presentation of data
     in all areas of public health. Topics covered
     include: sampling and study design, descriptive
     statistics, proportions, relative risks,
     probability, estimation and hypothesis testing
     applications, regression, and categorical data
     analysis. Students will learn how to use a
     computer program in order to quickly perform
     statistical analyses in more complex situations.
     Three credits. Credit(s): 3

  
  • PH 515 Principles of Epidemiology

    The course provides students with an introduction
    to the basic concepts and principles of
    epidemiology and how these concepts are applied
    to multiple domains in public health. The focus
    is on the analysis and application of
    epidemiology to better understand, characterize
    and promote health at a population level.
    Students also learn how to identify sources of
    data and how to evaluate published epidemiologic
    literature. Three credits. Credit(s): 3

  
  • PH 520 Health Policy and Management

    The course will provide a comprehensive
    introduction and overview to public health
    management and administration. Through a variety
    of resources, the course will examine the
    organization, financing, management, and
    performance of the current U.S. health system.
    Emerging areas of public health policy and
    management will also be discussed as contexts to
    apply practical knowledge, tools and strategies.
    Three credits. Credit(s): 3

  
  • PH 525 Program Planning and Implementation

    This course provides students interested in
     pursuing careers in public health, or other
     health professions, with the fundamentals of
     program planning and implementation. Students
     will be provided with an overview of the steps
     needed to plan and implement public health
     programs. Three credits. Credit(s): 3

  
  • PH 530 Fundamentals of Program Evaluation

    This course provides students interested in
     pursing careers in public health, or other health
     professions, with an overview of program
     evaluation. Students will learn about needs
     assessments, formative research, process
     evaluation, impact assessments and monitoring of
     outputs and outcomes. Students will gain
     practical experience through a series of
     exercises involving the design of a conceptual
     framework, development of indicators, analysis of
     quantitative and qualitative data and the
     development of an evaluation plan to measure
     impact. Prerequisite: successful completion of PH
     525. Three credits. Credit(s): 3

    Prerequisite(s): PH
     525
  
  • PH 535 Health Communication

    This course will examine the fundamentals of
     public health communication.  It will provide an
     introduction to the theory, design,
     implementation and evaluation of health
     communications. The course will focus on the
     health communication process as well as the
     production of health communication messages and
     campaigns. Three credits. Credit(s): 3

  
  • PH 540 Rural Health Systems

    This course will provide a comprehensive overview
     of rural health systems with a particular focus
     on rural Virginia and the surrounding region. 
     This course will examine a range of health topics
     and unique issues in rural and underserved
     communities including health policies,
     institutions, health services and interventions.
     Three credits. Credit(s): 3

  
  • PH 545 Pub Health Perspectives Chronic Disease

    This course will introduce students to the basic
     principles of chronic disease prevention and
     control.  Students will be exposed to information
     on chronic disease issues in the U.S., with a
     particular focus on rural and underserved
     populations, and will examine a variety of
     problems associated with chronic disease.Three
     credits. Credit(s): 3

  
  • PH 550 Public Health Leadership/Professionalism

    This course will introduce students to major
     theories and concepts of leadership and
     professionalism. It will provide students with
     the skills, knowledge and experience to apply
     these concepts to public health issues in
     multidisciplinary settings requiring leadership
     and professionalism.Three credits. Credit(s): 3

  
  • PH 605 Maternal and Child Health

    This course will provide students with a review of historical and contemporary maternal and child health (MCH) issues and trends. The course will emphasize health promotion, disease prevention and supportive programs at different stages of a woman’s and child’s life. The impact of common health problems at different stages of the life cycle, and their functional outcomes in terms of morbidity and mortality, will be highlighted. Credit(s): 3

  
  • PH 610 Environmental and Occupational Health

    This course will provide a comprehensive introduction and overview to the field of environmental health. Students will learn to evaluate environmental health problems in relation to other social, economic, political and public health issues. Students will be exposed to current challenges to human health from the environment, and will also learn concepts and skills to identify, control, monitor, evaluate and prevent these challenges. Credit(s): 3

  
  • PH 615 Public Health Law and Ethics

    This course will examine current foundational issues in the laws and ethics that impact the policies and practice of public health. This course will explore the intrinsic tensions between promoting the public’s health and protecting the legal and ethical rights and interests of individuals. Students will learn how to examine and appropriately assess legal and ethical issues that underlie the field of public health. Credit(s): 3

  
  • PH 620 Community Health Research and Assessment

    The course will introduce students to the concepts and methods of community health improvement and the role of research and assessment. This course will include identification and prioritization of community health problems with an emphasis on
    developing and implementing strategies to address these problems. Credit(s): 3

  
  • PH 625 Global Health

    This course examines major health problems of underdeveloped, developed, and emerging nations. Students will conduct in-depth analyses of health problems among various populations in multicultural settings, both nationally and internationally. Credit(s): 3

  
  • PH 700 Applied Practice Experience

    The goal of the applied practice experience is to
     allow students to demonstrate attainment of at
     least five competencies and model professionalism
     within a practice setting. The applied practice
     experience is intended to broaden the student’s
     public health perspectives and provide practical
     opportunities to apply the competencies learned
     in didactic courses. It is expected, that through
     the applied learning experience, students will
     have the opportunity to interact with public
     health professionals and participate in
     activities that constitute public health.
     Students are also required to complete an
     ePortfolio documenting attainment of competencies
     during this experience.Prerequisites: students
     must be in good academic standing, have advisor
     approval, and have completed at least 22 hours of
     MPH degree coursework including PH 501, 505, 510,
     515 and 520. Four credits. Credit(s): 4

    Prerequisite(s): advisor
     approval, and have completed at least 22 hours of
     MPH degree coursework including PH 501, 505, 510,
     515 and 520
  
  • PH 701 Integrated Learning Experience

    The goal of the integrated learning experience is
     to demonstrate a synthesis of coursework and the
     applied learning experience into a high-quality
     written product. This written product can take
     many forms, but is expected to integrate program
     competencies in order to develop, implement or
     evaluate a public health program,project or
     policy. This course evaluates a student’s ability
     to effectively analyze a public health problem
     and to develop an intervention, evaluate a
     program or create a policy statement to work
     towards a solution to a current public health
     problem. Prerequisites: good academic standing in
     the program, completion of 34 hours of MPH degree
     coursework, and either completed or currently
     enrolled in the applied practice experience. Two
     credits. Credit(s): 2

    Prerequisite(s): completion of 34 hours of MPH degree
     coursework, and either completed or currently
     enrolled in the applied practice experience
 

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