Human Services and Rehabilitation Studies

ABA 340 SKILL ACQUISITION
This is an advanced course in applied behavior analysis for students interested in learning fundamental skill acquisition procedures. The course focuses on assessment of behavioral deficits and procedures for increasing a variety of self-care, communication, academic, and social skills. There will be a focus on identifying pivotal skills to teach and prioritizing teaching goals. Students will learn to identify and implement behavioral interventions to promote positive behaviors related to reinforcement, motivation, and stimulus control. In addition, interventions based on token economies, behavioral contracts, and group contingencies will be examined. There will be an emphasis on application of behavioral interventions across multiple domains, including autism and other developmental disorders, intellectual disability, education, health, and other areas. Value: 3 credits. Prerequisites: HRS 331 or PSY 353 or permission of the ABA Program Director.

ABA 350 EVIDENCE BASED INTERVENTIONS
This is an advanced course intended for students pursuing a minor in applied behavior analysis. The course focuses on the delivery of evidence-based behavior-analytic procedures. Students will explore what it means to say that an intervention is “behavior analytic” and “evidence based.” There will be an emphasis on application of interventions based on behavioral principles across multiple domains, including autism and other developmental disorders, intellectual disability, education, health, and other areas. Students will learn to identify and implement behavioral interventions related to reinforcement, motivation, stimulus control, extinction, punishment, and verbal behavior. In addition, students will learn how to evaluate the effectiveness of an intervention based on visual data analysis and experimental design. Value: 3 credits. Prerequisites: HRS 331 or PSY 353 or permission of the ABA Program Director.

ABA 360 THE PROFESSIONAL COMPLIANCE CODE
This is a one-credit course intended for students pursuing a minor in applied behavior analysis. In this course, students will be introduced to the BACB Compliance Code. This course will provide students with an understanding of legal, professional, and ethical issues in the delivery of behavior- analytic services and the practice of behavior-analytic research. A variety of common dilemmas involving assessing behavior, selecting treatment protocols, evaluating behavior change, collaborating with other professionals, and relationships with clients will be presented and students will learn to identify the relevant aspects of the compliance code. Students will learn how to develop solutions to dilemmas and will practice implementing their solutions in interactive exercises. Finally, professional behavior related to behavior-analytic service delivery will be discussed. Value: 1 credits. Prerequisites: ABA 340 or ABA 350 or permission of the ABA Program Director.

ABA 450 IMPLICATIONS FOR PRACTICE
This is an advanced course intended for students pursuing a minor in applied behavior analysis and includes a required community service learning component. In this course, students will focus on the implementation, management, and supervision of behavioral services across a variety of settings. Students will learn methods of case management, monitoring program efficiency, and staff training. In addition, students will explore the Professional and Ethical Compliance Code for Behavior Analysts and will practice solving common ethical problems that occur during service delivery. Students will learn of current certification and licensure standards as well as graduate training and career options. Finally, students will gain real-world experience with behavior-analytic service delivery via the community service learning component. This experience will enable students to integrate knowledge learned across the applied behavior analysis curriculum and give them the opportunity see first-hand the positive effect behavioral intervention can have in the lives of clients. Value: 3 credits. Prerequisites: ABA 350 or permission of the ABA Program Director.

American Sign Language (ASL)

ASL 101 INTRODUCTION TO SIGN LANGUAGE
This course focuses on the use and study of American Sign Language (ASL), the language that is widely used by Americans with Deafness. This course will include basic ASL vocabulary, grammatical structures, and conversational basics. Students will also be introduced to the values, beliefs and behavioral norms shared by members of the deaf culture. Counts as a language in the Core curriculum. (Fall and Spring)
Staff/Three Credits

ASL 102 SIGN LANGUAGE II
This is a second level course that focuses on the use and study of American Sign Language (ASL). This course continues to increase ASL vocabulary and grammatical structures. In this course the student will also continue the exploration of the deaf culture including developing culturally appropriate relationships with individuals who are deaf. Counts as a language in the Core curriculum. Prerequisite: ASL101 (Fall and Spring)
Staff/Three Credits

Human Services (HRS)

HRS 119 INTRODUCTION TO HEALTH, HUMAN AND REHABILITATION SERVICES
This course is an introduction to the theory, practice and systems of health, human and rehabilitation services. The information covered in this course is geared toward students in all majors so that they may become more socially, politically, culturally and humanly aware of the issues that people with disabilities, chronic illnesses and challenging life circumstances experience. This course utilizes social justice frameworks to consider the barriers and inequities faced by individuals typically marginalized, disenfranchised and limited from full participation in society. The history, legislation and mission of health, human and rehabilitation services will be examined along with the major models and theories of helping and providing services in community-based health and human service agencies. Current issues and trends in health, human and rehabilitation service provision are covered with specific attention paid to disability and chronic illness. This course fulfills the social science requirement in the Core Curriculum. (Fall/Spring)
Staff/Three Credits

HRS 121 HUMAN DEVELOPMENT AND DISABILITY ACROSS THE LIFESPAN
This course will cover the basic principles of developmental theories in addition to the major theories of human growth and development. Piaget, Erikson, Bronfenbrenner, Maslow and Kohlberg are some of the theorists studied in this course. Demographic shifts across history are identified with the intent of demonstrating the increased population of individuals living and living longer with chronic illness and disability. Typical development across the lifespan is studied with each stage of life covered from pregnancy and infancy to older adulthood. Disabilities and chronic illnesses common to each stage of life will be studied with discussion of the ways in which the disability and illness experience affects passage through life stages. This course fulfills the social science requirement in the Core Curriculum. (Fall/Spring)
Staff/Three Credits

HRS 125 PROFESSIONAL ORIENTATION TO PHYSICAL AND OCCUPATIONAL THERAPY
This course will cover the history, principles, philosophies and ethics of occupational and physical therapy. The Physical and Occupational Therapists relationship to other health care providers will also be covered. This introductory course will provide a foundation for understanding the role of the physical and occupational therapist within a variety of professional treatment sites. Theories, models of practice, and the OT and PT processes will be covered. This course will also provide an overview of professional issues and current trends and will highlight the legal and ethical responsibilities related to health care service. (Spring) Staff/Three Credits

HRS 200 ADDICTION: ETIOLOGY, ASSESSMENT, TREATMENT AND REHABILITATION
This course will provide an overview of addictions and addictive behavior. Topics such as the historical, psychological, social, societal, physiological, family and relationship aspects of addictions will be covered. The pharmacology, treatment, prevention, intervention, and rehabilitation related to substance abuse, alcohol dependence, eating disorders, gambling addictions, steroid use, etc. will also be explored. This course will introduce students to the different theories of addiction (e.g., biological, psycho-dynamic, social-learning, and socio- cultural) and the implications for successful intervention. Ethical issues related to addictions and addiction counseling will also be discussed. (Fall/Spring)
Staff/Three Credits

HRS 210 MEDICAL ASPECTS OF DISABILITY
The goal of this course is to assist students in acquiring an understanding of chronic illness, disability and health impairments. The course provides information about the medical aspects and characteristics of chronic illnesses and disabling conditions along with treatments and interventions aimed at ameliorating the resulting functional limitations. Students will study chronic diseases and disabling conditions that are commonly encountered in health care and rehabilitation service settings. In addition to emphasizing the medical aspects and characteristics, treatment and intervention strategies will be covered. Basic medical terminology will be studied. This course will focus on disease, chronic illness and physical impairments. (Fall/Spring)
Staff/Three Credits

HRS 219 REHABILITATION STRATEGIES AND INTERVENTIONS
This course explores the full range of rehabilitation strategies and interventions that occur across the lifespan of individuals with disabilities. Educational and rehabilitation strategies aimed at maximizing independence for people with disabilities will be covered. Early intervention, inclusion and transition services will be examined as critical educational strategies aimed at minimizing the impact of disability and enhancing independence. The course will provide critical knowledge and skills related to employment and independent living options for people with disabilities including related legislation. Supportive strategies for assisting and maintaining individuals with disabilities in educational and employment settings will be addressed. Rehabilitation and assistive technology options will also be covered. (Fall/Spring)
Staff/Three Credits

HRS 225 INTRODUCTION TO HUMAN -COMMUNICATION AND ITS DISORDERS
This course is an introduction to human communication across the life span with emphasis on the linguistic rule systems of pragmatics, semantics, syntax, morphology and phonology. An overview of normal and disordered speech, language, cognitive-linguistic, and hearing skills is provided. This overview includes etiologies, characteristics, assessment, and treatment using case studies, video, DVD and audio-taped examples as well as hands-on materials. (Spring)
Staff/Three Credits

HRS 235 NORMAL SPEECH AND LANGUAGE DEVELOPMENT
This course provides an in-depth coverage of normal speech and language development including theories of acquisition, development of the linguistic areas of content, form and function, cognitive-linguistic development, the development of literacy skills, and basic analysis techniques for measuring the speech and language development of a child. Learning is achieved through lecture, reading and video/audio taped examples. (Fall)
Staff/Three Credits

HRS 241 PREVENTION AND INTERVENTION: MODELS AND APPROACHES WITH YOUTH
This course will provide students an overview of professional settings that employ counselors and youth workers to work with children and adolescents. Settings such as public, private, and alternative schools, early intervention programs, afterschool programs, and youth facilities will be covered. The role of professionals working in these settings will also be explored. The course will provide an overview of a variety of issues associated with early childhood and adolescence. Basic guidelines for working with children will be covered in addition to an overview of specific prevention and intervention models for counseling children and adolescents. The course will focus on the practical application of developmental theory within the context of a social justice and multicultural counseling framework. The course will also address effective intervention techniques to work with all youth within our  socio-political contexts of schools and communities. Effective and collaborative family intervention models will also be covered. (Fall)

HRS 305 CLIENT INFORMATION AND ASSESSMENT
This course is intended to provide the student anticipating a professional role in the human and rehabilitation services with an opportunity to develop awareness, understanding and skills related to the use of assessments and evaluation tools. Clients utilizing human and rehabilitation services are in need of professionals with skills in utilizing assessment results in order plan and provide appropriate interventions. This course will utilize a lifespan approach to provide an overview of common assessment and evaluation tools used in a variety of human service and applied settings such as schools, early intervention programs and rehabilitation agencies. (Fall)
Staff/Three Credits

HRS 320 PSYCHIATRIC REHABILITATION
As an introduction to psychiatric rehabilitation, this course emphasizes understanding of lifespan development with appreciation for the complex interaction of biological, social and psychological variables that influence human behavior. From this bio-psycho-social framework, the course will review major psychiatric and developmental disorders with attention to diagnostic and intervention strategies. This course will also address the co-occurrence of psychiatric disorders and substance use disorders in individuals. The challenging nature of treatment and rehabilitation for individuals with co-occurring disorders will be identified and covered. Educational and vocational factors will also be covered. Students will gain an understanding and appreciation of the personal experience of psychiatric disability and recovery, including an understanding of the core principles and motives of psychiatric rehabilitation. Prerequisites: HRS 119; HRS 121 (Fall/Spring)
Staff/Three Credits

HRS 321 SOCIAL SKILLS DEVELOPMENT STRATEGIES FOR YOUTH
Social Skills Training is a psycho-educational approach to scaffolding pro-social behaviors of youth and adolescents with behavioral challenges. Social Skill development as an approach supports youth to be successful in social interactions. Specifically, Social Skill development as an approach provides youth with strategies for building resilience and for dealing with teasing and bullying, starting conversations, asking for help, dealing with peer pressure, practicing effective problem solving, etc. The course will provide students with the theoretical, evidentiary and practical background to engage with youth in social skill development and interventions. Students will be introduced to assessment strategies to determine the social skills needs of youth and adolescents. The course will also introduce interventions for specific behavioral challenges of  students with disabilities (ADHD, learning disabilities, autism spectrum disorders, for example). Students will also be introduced to other relevant evidence based interventions for working with youth. (Spring)

HRS 325 CLINICALLY BASED PHONETICS OF AMERICAN ENGLISH
This course is the study of sounds of the American English Language. Using the International Phonetic Alphabet (IPA), students will learn to analyze and transcribe the physical properties of American English, including the production of sounds, acoustics and perception of speech. (Spring) Staff/Three Credits

HRS 330 INTERVIEWING TECHNIQUES IN HUMAN AND REHABILITATION SERVICES
This course is designed to provide students with a thorough understanding of the interview process. A strong emphasis will be placed on developing skills in applying and utilizing specific interviewing skills and techniques in human and rehabilitation service settings. Students will understand the impact of diversity, culture, and individual lifestyles on the helping process. The course will assist students to apply effective interpersonal skills in interviewing and communicating with persons with disabilities, their families, related professionals, and the general public. Client choice and consumer self-direction will be emphasized in interviewing and counseling situations. Students will be taught to incorporate cultural sensitivity into daily practice and interactions with clients. Ethical principles and decision making will be discussed and practiced. Prerequisites: HRS 119 (Fall)
Staff/Three Credits

HRS 331 BASIC CONCEPTS AND PRINCIPLES IN APPLIED BEHAVIORAL ANALYSIS
The field of Behavior Analysis grew out of the scientific study of principles of learning and behavior and is now an evidence-based intervention for working with children and adults with a variety of developmental, cognitive and behavioral disabilities. Applied behavioral analysis is an applied science that develops methods of changing behavior and a profession that provides services to meet diverse behavioral needs. This course covers the basic foundations in behavioral principles by reviewing behavioral theories, concepts and terminology. Behavioral, learning and motivational theories will be studied to provide a strong foundation and framework for the practice of applied behavior analysis. Once students have acquired the essential foundational knowledge of behaviorism, motivation and learning they will use these principles to address the behavioral needs of a variety of individuals being served in diverse community settings. Students will complete exercises and practical application based projects so that they can develop the basic skills of applied behavior analysis in a safe environment prior to practicing these skills with actual children and adults in a supervised setting. The course employs a strengths-based model of intervention while covering specific behavioral interventions aimed at assisting both children and adults to increase and maintain positive and appropriate behaviors. Interventions that are geared toward reducing problematic behaviors and generalizing and promoting positive behaviors that enhance the development, abilities, and choices of children and adults with developmental and behavioral disabilities will be covered. (Spring)

HRS 335 ANATOMY AND PHYSIOLOGY OF SPEECH AND HEARING MECHANISMS
This course is an in-depth study of the muscular, skeletal and nervous systems as they pertain to speech, hearing and swallowing. This course covers the normal anatomy and physiology of the speech and hearing mechanisms with emphasis on respiration, phonation, resonance, articulation, hearing, swallowing and audition. (Fall) Staff/Three Credits

HRS 340 PRINCIPLES OF CASE MANAGEMENT
This course is designed to assist students in developing the necessary case management skills that are essential to the human and rehabilitation services fields. It will provide students with the knowledge and skills needed to facilitate client movement from initiation of services to case service termination. Students will be exposed to case management practices across human service agencies. Efficient case documenting, case recording and time management approaches will be developed along with case planning skills that recognize individual client needs. Community resource utilization, goal development, action planning, advocating, service coordination and utilization of assessment information will also be covered. This is a skill- based course that aims to teach organizational principles, practices and processes to students, thus enabling them to be effective in human and rehabilitation service delivery systems. Prerequisites: HRS 119 (Spring)
Staff/Three Credits

HRS/BIO 390 EXERCISE PHYSIOLOGY
This advanced course is designed to provide students with applied knowledge relative to human’s physiologic responses to acute and chronic exercise stress. Students’ basic knowledge of neuromuscular physiology, energy metabolism, cardiovascular and respiratory physiology will be honed to focus on human exercise response with the focus of the course being on applications to exercise training and programming, sport, nutrition, youth, aging and disease. Laboratory exercises will enable practical skills to be gained in measuring and testing for physiological markers of human readiness and response to exercise. Lab fee $400. 00 Prerequisites: Bio 370 (Fall)
Staff/Four credits

HRS 400 FIELD EXPERIENCE IN HUMAN SERVICES AND REHABILITATION STUDIES
This course is a supervised 100-hour field placement experience in an approved human or rehabilitation service agency. The field placement will provide students with an opportunity to become oriented to the human and rehabilitation services by observing and participating in the provision of services to client groups. As students develop they will have the opportunity to use their skills and knowledge to provide services within a highly supervised setting. This field placement enables students to work with staff representing a variety of human service fields. Students will also participate in a weekly seminar that provides group supervision, instruction and discussion of the field placement experience. (Fall/Spring)
Staff/Three Credits

HRS 420 FAMILY ASPECTS OF DISABILITY
This course uses a family systems approach to cover the life cycle of the family. Students will learn to develop and use a genogram to better understand the family system. The course also takes a specific focus on the complex challenges that families face when a family member has a chronic illness, severe disability or substance use disorder. The course will examine family risk factors and interventions employed to prevent and mitigate the effects associated with these factors. The course will focus on developing specialized skills and techniques for working with families in an attempt to foster family cohesion to confront challenges. This course attempts to provide students with a context and a philosophy for facilitating families as they move through time. Furthermore, the course aims to teach professionals to assist family members in becoming a positive resource and support for each other as they confront the many challenges associated with disability, chronic illness, or substance use disorders. The course covers a variety of family assessment and intervention models. The course includes an analysis of relevant and critical issues to consider when working with families during the treatment, intervention, and/or rehabilitation processes. Specific attention is given to the family life cycle and the effect of risk factors, such as disability, chronic illness or substance use disorders on the family. (Spring)
Staff/Three Credits

HRS 421 LOSS AND BEREAVEMENT ACROSS THE LIFESPAN
This course will address the topics of loss, grief, bereavement, aging, and the dying process from a humanistic perspective. The course will examine the role of spirituality, culture, gender, and developmental stage in responding to loss. This course will address the role that helping professionals and fellow human beings can play in facilitating and encouraging the natural, healthy, and healing expression of emotions related to loss. In this course, students will learn that grieving evokes strong emotions and strong emotions can be overwhelming if they are not spoken in the presence of someone who can accept and not judge. Therefore, students in this course will be taught how to be present with someone experiencing strong emotions related to loss and death, how to respond to feelings shared by others experiencing grief and loss, and how to encourage others to accept and cope with strong emotions related to loss and grief.
Staff/Three Credits

HRS 431 TREATMENT STRATEGIES AND INTERVENTIONS FOR SUBSTANCE USE DISORDERS
This advanced course will focus on the theories, approaches, strategies and interventions currently utilized for the effective treatment of alcohol and substance use disorders. Specific attention will be paid to change theory and the importance of motivating individuals for change. Evidence-based interventions such as motivational interviewing and cognitive-behavioral techniques will be highlighted. Content covered will deepen students’ understanding of substance use disorders and facilitate the development of skills and competencies associated with addiction intervention strategies. A variety of individual and group treatment modalities will be covered with specific attention paid to psycho-educational strategies. This course will also introduce crisis intervention for treating clients with substance use disorders.
Staff/Three credits

HRS 425 SPEECH SCIENCE
This advanced course will provide students with the fundamental principles of speech science. This course is designed to introduce students to the objective measurements of human speech and voice production and perception from acoustic and physiological instrumentation. Readings, lectures, course work and discussions are designed to demonstrate the ways in which this empirical data relates to research in the field of communication science as well as to its clinical applications. (Fall)
Staff/Three Credits

HRS 485 SPECIAL TOPICS
Special topics courses are elective courses designed to address special issues, skills and knowledge needed in the human and rehabilitation services. These courses are designed for junior and senior level students as independent research and inquiry are required. Staff/Three Credits

HRS 490 INTERNSHIP IN HUMAN SERVICES AND REHABILITATION STUDIES
This course is a field-based, professional opportunity for students to apply the theories, strategies, interventions, and knowledge learned through the HRS coursework. Students will be applying their classroom learning in a  professional human and/or rehabilitation service setting. The internship is an intensely supervised and supported experience as students are supervised by both a faculty and an agency supervisor. There are three phases to the internship experience: orientation, observation, and performance. Students will perform all aspects of the human and/or rehabilitation specialists job e.g., intake interviewing, assessment, action planning, service planning, case management and case closure. Students will complete a minimum of 400 hours on site during the fall or spring semester. The internship is a competency driven experience and specific skills related to the direct provision of services will be evaluated. Prerequisites: HRS 119; HRS 121; HRS 200; HRS 210; HRS 219; HRS 305; HRS 320; HRS 330; HRS 340 (Fall/Spring)
Staff/Twelve Credits

HRS 499 DIRECTED STUDY IN HUMAN SERVICES AND REHABILITATION STUDIES
This course allows students to explore an area of interest along with the guidance of a faculty member. Students will work with their faculty advisor to develop a research or other project that provides immersion into a topic area of interest. Students, along with their faculty advisor, will develop a project proposal to be approved by the Department Chairperson and the Dean of Studies. (Fall and Spring)
Staff/Variable Credit

Health Sciences (HSC)

HSC 100 SYSTEMS APPROACH TO DELIVERING HEALTH CARE IN AMERICA

How is healthcare delivered, funded and legislated within the United States? What is working and what is not in our current system? This course will address the framework and structure of contemporary healthcare delivery systems in the United States and abroad. Key issues surrounding healthcare legislation, public vs. privatized insurance and the differences with universal healthcare, disparities in access and quality of care, health outcomes in the U.S. and the role of technology in healthcare delivery will all be introduced. Students will gain an appreciation of the complexity of interacting systems that comprise health care delivery today with special attention toward the challenges and opportunities for patient- centered care.
Staff/Three credits

HSC 150 INTRODUCTION TO PUBLIC HEALTH
This course provides an overview of the basic principles in Public Health, a field focused on health promotion and disease prevention. Students will learn the concepts and  methods for measuring health in populations. Environmental, socio-economic, and behavioral determinants of health will be discussed, as will the role of health care systems, public policy, and government. Students will engage in the public health approach to issues by learning to define the problem, establish the cause, identify mitigating factors, develop evidence-based recommendations for interventions, and use appropriate methods to evaluate the impact of the intervention.

HRS 335 ANATOMY AND PHYSIOLOGY OF SPEECH AND HEARING MECHANISMS
This course is an in-depth study of the muscular, skeletal and nervous systems as they pertain to speech, hearing and swallowing. This course covers the normal anatomy and physiology of the speech and hearing mechanisms with emphasis on respiration, phonation, resonance, articulation, hearing, swallowing and audition. (Fall) Staff/Three Credits

HRS 340 PRINCIPLES OF CASE MANAGEMENT
This course is designed to assist students in developing the necessary case management skills that are essential to the human and rehabilitation services fields. It will provide students with the knowledge and skills needed to facilitate client movement from initiation of services to case service termination. Students will be exposed to case management practices across human service agencies. Efficient case documenting, case recording and time management approaches will be developed along with case planning skills that recognize individual client needs. Community resource utilization, goal development, action planning, advocating, service coordination and utilization of assessment information will also be covered. This is a skill- based course that aims to teach organizational principles, practices and processes to students, thus enabling them to be effective in human and rehabilitation service delivery systems. Prerequisites: HRS 119 (Spring)
Staff/Three Credits

HRS/BIO 390 EXERCISE PHYSIOLOGY
This advanced course is designed to provide students with applied knowledge relative to human’s physiologic responses to acute and chronic exercise stress. Students’ basic knowledge of neuromuscular physiology, energy metabolism, cardiovascular and respiratory physiology will  be honed to focus on human exercise response with the focus of the course being on applications to exercise training and programming, sport, nutrition, youth, aging and disease. Laboratory exercises will enable practical skills to be gained in measuring and testing for physiological markers of human readiness and response to exercise. Lab fee $400. 00 Prerequisites: Bio 370 (Fall)
Staff/Four credits

HRS 400 FIELD EXPERIENCE IN HUMAN SERVICES AND REHABILITATION STUDIES
This course is a supervised 100-hour field placement experience in an approved human or rehabilitation service agency. The field placement will provide students with an opportunity to become oriented to the human and rehabilitation services by observing and participating in the provision of services to client groups. As students develop they will have the opportunity to use their skills and knowledge to provide services within a highly supervised setting. This field placement enables students to work with staff representing a variety of human service fields. Students will also participate in a weekly seminar that provides group supervision, instruction and discussion of the field placement experience. (Fall/Spring)
Staff/Three Credits

HRS 420 FAMILY ASPECTS OF DISABILITY
This course uses a family systems approach to cover the life cycle of the family. Students will learn to develop and use a genogram to better understand the family system. The course also takes a specific focus on the complex challenges that families face when a family member has a chronic illness, severe disability or substance use disorder. The course will examine family risk factors and interventions employed to prevent and mitigate the effects associated with these factors. The course will focus on developing specialized skills and techniques for working with families in an attempt to foster family cohesion to confront challenges. This course attempts to provide students with a context and a philosophy for facilitating families as they move through time. Furthermore, the course aims to teach professionals to assist family members in becoming a positive resource and support for each other as they confront the many challenges associated with disability, chronic illness, or substance use disorders. The course covers a variety of family assessment and intervention models. The course includes an analysis of relevant and critical issues to consider when working with families during the treatment, intervention, and/or rehabilitation processes. Specific attention is given to the family life cycle and the effect of risk factors, such as disability, chronic illness or substance use disorders on the family. (Spring)
Staff/Three Credits

HRS 421 LOSS AND BEREAVEMENT ACROSS THE LIFESPAN
This course will address the topics of loss, grief, bereavement, aging, and the dying process from a humanistic perspective. The course will examine the role of spirituality, culture, gender, and developmental stage in responding to loss. This course will address the role that helping professionals and fellow human beings can play in facilitating and encouraging the natural, healthy, and healing expression of emotions related to loss. In this course, students will learn that grieving evokes strong emotions and strong emotions can be overwhelming if they are not spoken in the presence of someone who can accept and not judge. Therefore, students in this course will be taught how to be present with someone experiencing strong emotions related to loss and death, how to respond to feelings shared by others experiencing grief and loss, and how to encourage others to accept and cope with strong emotions related to loss and grief.
Staff/Three Credits

HRS 431 TREATMENT STRATEGIES AND INTERVENTIONS FOR SUBSTANCE USE DISORDERS
This advanced course will focus on the theories, approaches, strategies and interventions currently utilized for the effective treatment of alcohol and substance use disorders. Specific attention will be paid to change theory and the importance of motivating individuals for change. Evidence-based interventions such as motivational interviewing and cognitive-behavioral techniques will be highlighted. Content covered will deepen students’ understanding of substance use disorders and facilitate the development of skills and competencies associated with addiction intervention strategies. A variety of individual and group treatment modalities will be covered with specific attention paid to psycho-educational strategies. This course will also introduce crisis intervention for treating clients with substance use disorders.
Staff/Three credits

HRS 425 SPEECH SCIENCE
This advanced course will provide students with the fundamental principles of speech science. This course is designed to introduce students to the objective measurements of human speech and voice production and perception from acoustic and physiological instrumentation. Readings, lectures, course work and discussions are designed to demonstrate the ways in which this empirical data relates to research in the field of communication science as well as to its clinical applications. (Fall)
Staff/Three Credits

HRS 485 SPECIAL TOPICS
Special topics courses are elective courses designed to address special issues, skills and knowledge needed in the  human and rehabilitation services. These courses are designed for junior and senior level students as independent research and inquiry are required. Staff/Three Credits

HRS 490 INTERNSHIP IN HUMAN SERVICES AND REHABILITATION STUDIES
This course is a field-based, professional opportunity for students to apply the theories, strategies, interventions, and knowledge learned through the HRS coursework. Students will be applying their classroom learning in a professional human and/or rehabilitation service setting. The internship is an intensely supervised and supported experience as students are supervised by both a faculty and an agency supervisor. There are three phases to the internship experience: orientation, observation, and performance. Students will perform all aspects of the human and/or rehabilitation specialists job e.g., intake interviewing, assessment, action planning, service planning, case management and case closure. Students will complete a minimum of 400 hours on site during the fall or spring semester. The internship is a competency driven experience and specific skills related to the direct provision of services will be evaluated. Prerequisites: HRS 119; HRS 121; HRS 200; HRS 210; HRS 219; HRS 305; HRS 320; HRS 330; HRS 340 (Fall/Spring)
Staff/Twelve Credits

HRS 499 DIRECTED STUDY IN HUMAN SERVICES AND REHABILITATION STUDIES
This course allows students to explore an area of interest along with the guidance of a faculty member. Students will work with their faculty advisor to develop a research or other project that provides immersion into a topic area of interest. Students, along with their faculty advisor, will develop a project proposal to be approved by the Department Chairperson and the Dean of Studies. (Fall and Spring) Staff/Variable Credit

HSC 100 Systems Approach to Delivering Health Care in America
How is healthcare delivered, funded and legislated within the United States? What is working and what is not in our current system? This course will address the framework and structure of contemporary healthcare delivery systems in the United States and abroad. Key issues surrounding healthcare legislation, public vs. privatized insurance and the differences with universal healthcare, disparities in access and quality of care, health outcomes in the U.S. and the role of technology in healthcare delivery will all be introduced. Students will gain an appreciation of the complexity of interacting systems that comprise health care delivery today with special attention toward the challenges and opportunities for patient- centered care.
Staff/Three credits

HSC 150 INTRODUCTION TO PUBLIC HEALTH
This course provides an overview of the basic principles in Public Health, a field focused on health promotion and disease prevention. Students will learn the concepts and methods for measuring health in populations. Environmental, socio-economic, and behavioral determinants of health will be discussed, as will the role of health care systems, public policy, and government. Students will engage in the public health approach to issues by learning to define the problem, establish the cause, identify mitigating factors, develop evidence-based recommendations for interventions, and use appropriate methods to evaluate the impact of the intervention. Staff/three credits

HSC 310 EVIDENCE BASED HEALTH CARE
Evidence-based practice in health care is the synthesis of best available research evidence with current knowledge and clinical experience for health promotion and quality health care services. It is a predominant clinical and administrative consideration for improving health care delivery and practice. While unprecedented developments in the diagnosis, treatment, and long-term management of disease provide the opportunity for longer and healthier lives, access to health care that is most appropriate is too often impeded by ignorance, inequity, and economic constraints. The Institute of Medicine finds this gap “due to our failure to apply the evidence gathered about the medical care that is most effective – a failure related to shortfalls in provider knowledge and accountability, inadequate care coordination and support, lack of insurance, poorly aligned payment incentives, and misplaced patient expectations.” For students who are participants of the US health care system, as patients or prospective providers, understanding the research process and the critical appraisal of research to support the practice implications in health care is imperative.
Staff/Three credits

HSC 360 LEGAL ASPECTS OF HEALTH CARE
This course will address relevant legal and ethical issues in current healthcare practice and systems. The course will provide an introduction to a broad scope of legal principles and obligations required by health care professionals and consider the professional ethics involved in modern health care delivery. Primarily, federal health care policies that will impact contemporary health providers in their everyday work will be reviewed. The rights and responsibilities of organizations, health care providers, and patients will be examined. Additionally, contemporary ethical dilemmas will be explored along with developing an understanding of  how ethical issues are resolved using ethics committees in modern health systems.
Staff/Three credits

HSC 450 INTERNSHIP IN HEALTH SCIENCES
During the final year of the Health Science Program, students complete a required internship experience to gain first-hand experience in an area of interest. Internship experiences may be completed in selected health care work environments, e.g., public health departments, clinics, hospitals, not-for-profit organizations, community health organizations. This course is a field-based, professional  opportunity for students to apply the theories, models, knowledge, concepts and strategies learned through their coursework in the Health Sciences. Students apply their classroom and laboratory learning in a health, allied health or health care environment. This internship is an intensely supervised and supported experience as students are supervised by both college faculty and an on-site supervisor. There are three phases to the internship experience: orientation, observation, and performance. Students will complete 200 hours on site during the Fall or Spring semester.. Staff/Six credits