Course Descriptions

BPH415 Health Policy and Ethics (3 cr.)

Prerequisite(s): BPH400 , HHSM302  
This course explores the concepts of legal, ethical, economical, and regulatory dimensions of healthcare and public health policy, and the roles, influences and responsibilities of the different agencies and branches of government.
 

Upon completion of the course, students are expected to be able to do the following:

1. Examine the relationship between policy decisions and their effects on community systems and social change.
2. Understand the roles of both governmental and non-governmental agencies in healthcare and public health policy.
3. Identify and relate codes, regulations, and laws to public health issues, including vaccination, drinking water, work place safety, food safety, gun violence, and motor vehicle safety.
4. Analyze the significance of ethical values and beliefs, and the roles they play in decision making.

BPH425 Principles of Population Health and Disease (3 cr.)

Prerequisite(s): BPH300 , BPH400 , HHSM302  
This course provides an introduction to common diseases and their biological and behavioral bases. The relationship between individual health and behavior, and population health and behavior are explored. Acute and chronic diseases, infectious diseases, and their prevention and treatments are described and discussed. The roles that social determinants play in health and diseases are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Discuss current diseases of societal importance and their biological and behavioral bases.
2. Identify the determinants of health outcomes both within and across groups of individuals.
3. Analyze the socio-economic impact on health status within populations.
4. Articulate the socio-ecological models of population health, including community organizations, social networks, institutional factors, public policy, and individual characteristics.
5. Describe the interaction between biological, genetic, psychosocial, and environmental factors on health across the lifespan continuum.
6. Identify a spectrum of public health interventions that address specific diseases, including the challenges to their implementation.

BPH430 Community and Behavioral Aspects of Public Health (3 cr.)

Prerequisite(s): BPH400 , HHSM302  
This course introduces students to theories and approaches behind health behavior change.  It is an overview of health behaviors that contribute most dramatically to morbidity and mortality.  This course emphasizes public health interventions and strategies to transform unhealthy behaviors into healthy behaviors, how to promote that change, and barriers to affecting such change.  Behaviors are examined from multiple perspectives – individual, social, environmental – with a systems perspective in mind. Current research and theory are applied to behavior change interventions to better understand the roles of health disparities, policy, current political environments, and contemporary research.

Upon completion of the course, students are expected to be able to do the following:

1. Identify aspects of human psychology and sociology that impact the ability to change behavior.
2. Describe successes and failures in directed health-behavioral changes and causes related to change management.
3. Develop example behavioral change programs, and evaluate their likelihood for success.
4. Examine patterns, outcomes, risk factors, and interventions related to behaviors and associated health problems.  

BPH435 Public Health Communication (3 cr.)

Prerequisite(s): BPH400 , HHSM302  
This course explores fundamentals of public health communication’s role in the healthcare delivery structures, the evolution of healthcare reform, and emergency preparedness. Students explore the roles that health literacy and overall public understanding of health-related concepts and data play in development and implementation of communication strategies.

Upon completion of the course, students are expected to be able to do the following:

1. Build skills needed to inform and educate people about health issues, including understanding and using appropriate health literacy approaches.
2. Apply skills needed to influence people to adopt healthy behaviors and lifestyles using multiple media, including written, verbal, and technological modalities.
3. Identify best practices in using social marketing and media as part of a strategy for designing an effective public health campaign.
4. Examine the latest communication innovations, tools, technologies, research, and strategies used in the public health field.

BPH440 Introduction to Public Health Program Planning and Development (3 cr.)

Prerequisite(s): BPH400 , BPH410 , BPH435 , HHSM302  
This class provides students with the tools for planning effective public health interventions. Students learn about conducting needs assessments, developing intervention strategies involving community stakeholders, project and budget management, and writing grant proposals.  

Upon completion of the course, students are expected to be able to do the following:

1. Identify and study a public health organization based on an intervention topic.
2. Review best practice methods and techniques in relation to program development, including stakeholder involvement and needs assessment tools.
3. Propose a program and develop goals and objectives, using a health education logic model.
4. Plan an intervention strategy based on appropriate behavior change models.
5. Identify a project management system and action plan for implementing a program.
6. Understand funding sources/cycles and grant application writing and submission as part of the program planning and development process.

BPH445 Introduction to Public Health Program Implementation and Evaluation (3 cr.)

Prerequisite(s): BPH400 , BPH410 , BPH430 , BPH435 , HHSM302  
This class provides students with the tools for implementing and evaluating public health programs, following the planning and development stages.  Students learn applicable skills such as project management, working with community stakeholders, and collecting and analyzing data.  Effective program evaluation, compliance, reporting, and quality improvement techniques are explored.

Upon completion of the course, students are expected to be able to do the following:

1. Discuss application of an intervention strategy based on appropriate behavior change models.
2. Demonstrate how to effectively facilitate a community stakeholder meeting.
3. Review and analyze data related to measuring the effectiveness of public health programs.
4. Assess quality improvement techniques to determine if public health project goals have been met.
5. Demonstrate how to effectively communicate public health programs and supporting information through written and oral methods.

BPH490 Applied Public Health Experience-Capstone (3 cr.)

Prerequisite(s): Completion of all required BPH courses and general education requirements must be completed or taken concurrently.
This summative course integrates the skills and knowledge developed in previous coursework and applies them to a practice-based project.  Students select a focused problem, challenge, or question pertaining to the practice of public health. This full semester course includes a public health field experience, a research paper, and a final presentation related to the student’s professional goals.

Upon completion of the course, students are expected to be able to do the following:

1. Describe the social, behavioral, and cultural frameworks in public health that promote positive change within a focused aspect of the discipline.
2. Analyze the impact of public health strategies on a local problem and relate this to regional and global problems.        
3. Synthesize related literature on a focused public health topic into written and verbal summaries.
4. Summarize the challenges and opportunities that affect the public health within one or more public health agencies.
5. Create professional goals and career development strategies designed to impact the job seeking process for the individual student.

PSA600 Public Safety Systems (3 cr.)

This course examines public safety systems including the political, legal, social, and policy environments that impact public safety. It addresses current technology, training assessment, ethical issues, application of current research, strategies for creating partnerships, and working relationships among public safety organizations.

Upon completion of the course, students are expected to be able to do the following:

1. Formulate significant, researchable issues within public safety.
2. Critically evaluate competing public safety system priorities.
3. Analyze issues through political, legal, social, and policy environments.
4. Provide objective and critical analysis of competing public safety issues within both a personal and professional ethical framework.
5. Develop strategies to manage change and lead competing system priorities.
6. Evaluate how global issues impact local public safety.
    

PSA605 Community Relations (3 cr.)

This course examines various strategies for community building and developing partnerships in the community. It addresses problem solving and team building that encourages community involvement. The course covers building media relationships that foster communication and trust within the community. Conflict prevention/resolution and negotiation are addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Locate, evaluate, and use relevant information reflecting all sides of a question or issue.
2. Distinguish types and uses of professional and research literature.
3. Analyze the effective use and limitations of various media and social media formats.
4. Compare and contrast various law enforcement brands.
5. Evaluate the reasonability of emerging ideas and beliefs without reference to their popularity or consistency with existing organizational practices.
6. Develop effective strategies to mediate and resolve differences in the community.
7. Write an executive summary related to a community collaboration event.

PSA610 Risk Management in Public Safety (3 cr.)

This course examines risk and risk-management principles. It focuses on liability issues in public safety and strategies to reduce associated risk. A key focus of the course is training as a risk management technique.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze public safety risk issues.
2. Apply risk management principles.
3. Organize information using criteria that apply across different viewpoints and allow for qualitative comparisons.
4. Evaluate the ability to influence others through internal marketing strategies, emotional intelligence, and critical thinking.
5. Design a comprehensive risk management plan.
6. Create an executive summary of a risk management plan.
7. Develop effective visual materials to complement written or oral presentations.
    

PSA615 Homeland Security and Emergency Management Principles (3 cr.)

This course focuses on emergency management principles, planning for natural and man-made disasters, recovery procedures, and Federal Emergency Management Agency (FEMA) procedures. It provides strategies for building partnerships with other agencies. Homeland security, threat awareness, and training issues are discussed.

Upon completion of this course, students are expected to be able to do the following:

1. Apply emergency management principles.
2. Apply incident command principles.
3. Develop partnerships with FEMA and working relationships with other public safety professionals.
4. Plan and train for disasters and recovery.
5. Develop threat awareness at the community level.
6. Use APA style correctly.
    

PSA620 Public Sector Finance (3 cr.)

This course covers budgeting, grant writing, grant management, reporting, and revenue sources used by the public sector manager. It includes financial statement analysis and asset management. It provides an ethical financial perspective to be used in the public sector.

Upon completion of the course, students are expected to be able to do the following:

1. Apply basic accounting principles.
2. Prepare and manage budgets.
3. Identify alternative funding sources.
4. Establish reporting requirements and procedures.
5. Analyze financial statements.
6. Evaluate global financial trends and their impact on public sector finance.
7. Utilize asset management techniques.
8. Evaluate the ethical practices of financial resource allocation.
9. Analyze data for decision making and planning.

PSA625 Managing Public Safety Resources (3 cr.)

This course focuses on the role of the public safety leader as an innovator and change agent.  Areas covered include creating competitive human resource strategies, internal marketing practices, innovative technology approaches, and sharing/consolidating resources between agencies.

Upon completion of the course, students are expected to be able to do the following:

1. Research and forecast future organizational staffing and technology needs.
2. Evaluate strategies for hiring, evaluating, and developing employees.
3. Implement successful labor management procedures.
4. Design an internal marketing strategy.
5. Examine the ethical impact of technology on human resources.
6. Analyze public safety consolidation models.
    

PSA630 Public Safety in Schools (3 cr.)

This course examines public safety issues affecting schools. It stresses the importance of public safety personnel and school personnel working together to provide a safe learning environment for students. Topics include public safety and school partnerships, the role of the school resource officer, best practices for before and after school events, safety planning models, current juvenile issues, and security checks.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and describe school violence.
2. Identify and explain safe school strategies and model programs.
3. Identify and assess threats in schools.
4. Develop a safe school plan/program
5. Identify and apply key court rulings related to schools.
6. Evaluate the importance of police, community and school partnerships as they relate to school safety.
    

PSA640 Public Safety Psychology (3 cr.)

This course is designed to help public safety leaders understand the role of the psychologist within law enforcement, fire service, emergency management, emergency medical, private security, and military organizations. The role of the psychologist in crisis management is emphasized. As psychological consumers, managers learn what to expect from the psychologist and how to hire.

Upon completion of this course, students are expected to be able to do the following:

1. Explain the impact of a psychologist on a public safety organization.
2. Identify strategies and traits to look for in hiring a psychologist.
3. Differentiate the roles of a psychologist within a public safety agency.
4. Articulate ways in which to maximize the role of a psychologist within a public safety agency.
5. Analyze how HIPPA can impact internal policy.
6. Construct departmental policies which will formalize the role of the psychologist within the organization.
7. Articulate the differences between an internal department psychologist and a consultant role for the psychologist.
    

PSA680 Public Safety Administration Field Experience (3 cr.)

The Public Safety Administration Field Experience is an opportunity to interact with public safety officials in other local, state, federal, or international arenas regarding common issues and practices.  The areas of criminal investigations, immigration, homeland security, and delivering public safety services to diverse populations especially involve cooperative work across governing borders.  The field experience provides a short-term immersion in another community, providing opportunity for comparative analysis and reflection.

Upon completion of the course, students are expected to be able to do the following:

1. Develop intercultural awareness.
2. Identify and analyze local and common public safety issues.
3. Evaluate the impact of the political, ethical, social, and policy environments that impact public safety.
4. Reflect on the applications of diverse frames of reference in regards to one’s leadership approach.
    

PSA689 Public Safety Capstone (3 cr.)

This course integrates knowledge and leadership skills developed in previous courses providing an opportunity to apply them to a selected topic. Each student also selects a leadership issue currently confronting their field of study or profession, clearly defines the issue using appropriate references and resources, and creates a paper and presentation which addresses the issue from a leadership perspective.

Upon completion of the course, the student should be able to do the following:

1. Critically evaluate an issue through research.
2. Develop and recommend solutions.
3. Analyze the ethical implications of recommended solutions.
4. Identify management and leadership principles relevant to their selected issue.
5. Address the laws, rules, regulations, and policies relevant to the issue.
6. Present the problem and solutions through executive summary, research synthesis, and oral presentation.
7. Provide peer critique and support.

EDSE600 Orientation (0 cr.)

EDSE607 Literacy Development and Interventions (3 cr.)

EDSE631 Foundations of Special Education (3 cr.)

EDSE632 Survey of Learners with Exceptionalities (3 cr.)

EDSE633 Reading, Language Arts, and Children’s Literature Methods (4 cr.)

EDSE634 Assistive Technology, Instruction, & Interventions (3 cr.)

EDSE635 Behavior Theories (3 cr.)

EDSE636 Assessment & Evaluation of Learners with Exceptionalities (3 cr.)

EDSE637 The IEP Process (3 cr.)

EDSE638 Transition and Collaboration (3 cr.)

EDSE639 Social Emotional Learning and Well-Being (3 cr.)

EDSE641 Characteristics: Emotional/Behavioral Disorders (3 cr.)

EDSE642 Strategies and Assessment: Emotional/Behavioral Disorders (3 cr.)

EDSE646 Assessment and Application: Emotional/Behavioral Disorders (3 cr.)

EDSE647 Introduction to Behavioral Theories: Emotional/Behavioral Disorders (3 cr.)

EDSE648 Applied Behavioral Interventions: Emotional/Behavioral Disorders (3 cr.)

EDSE651 Characteristics: Learning Disabilities (3 cr.)

EDSE652 Strategies and Assessment: Learning Disabilities (3 cr.)

EDSE656 Assessment and Application: Learning Disabilities (3 cr.)

EDSE657 Advanced Instruction and Methods: Learning Disabilities (3 cr.)

EDSE658 Adolescence to Post-Secondary: Learning Disabilities (3 cr.)

EDSE661 Characteristics: Autism Spectrum Disorder (3 cr.)

EDSE662 Strategies and Assessment: Autism Spectrum Disorder (3 cr.)

EDSE663 Assessment and Application: Autism Spectrum Disorder (3 cr.)

EDSE667 Introduction to Behavioral Theories: Autism Spectrum Disorder (3 cr.)

EDSE668 Applied Behavioral Interventions: Autism Spectrum Disorder (3 cr.)

EDSE681 EBD/LD Practicum 1 (1 cr.)

EDSE682 EBD/LD Practicum 2 (1 cr.)

EDSE683 EBD/LD Practicum 3 (1 cr.)

EDSE684 ASD Practicum 1 (1 cr.)

EDSE685 ASD Practicum 2 (1 cr.)

EDSE686 ASD Practicum 3 (1 cr.)

EDSE688 Clinical Field Experience (0 cr.)

EDSE689 Field Experience for Practicing Educators (6 cr.)

EDSE690 Professional Capstone/Portfolio (2 cr.)

EDSE698 Research Methods (3 cr.)

EDSE699 Action Research (3 cr.)

MED615 Becoming a Community of Learners (4 cr.)

In this first semester, learners engage in social emotional learning experiences to learn how self-awareness influences learning, teaching, and interactions with others.  Learners engage in reflection of current beliefs and practices to develop a vision of personal and professional growth as an educator.  Learners gain an appreciation of what it means to be a member of a learning community by experiencing learning with, from, and for others. This learning, together in association with one another deepens appreciation of the diverse perspectives that are a part of a learning community model.  Study and application of research based practices that span the duration of the program begin in exploration of concepts and the impact of classroom environment on learning.

Upon completion of the course, learners are expected to be able to do the following:

1. Use the results of various self-awareness assessments to reflect on their strengths and weaknesses.
2. Describe the five competencies of social emotional learning.
3. Challenge beliefs about teaching and learning.
4. Describe the impact of learning in a community of learners.
5. Identify and unpack concepts.
6. Unpack association.

MED616 Applying Social Emotional Learning and Principles of Community (2 cr.)

In this practicum course learners apply principles of community and social emotional learning to the everyday classroom experience. Application of learning is captured and documented through reflective thinking.  

Upon completion of the course, learners are expected to be able to do the following:

1. Apply research-based strategies into classroom practice.
2. Use reflective models to analyze practice.

MED625 Developing Principles for Practice (4 cr.)

In this learning experience, learners continue the journey of self­-study, engaging in critical reflection on beliefs and current practices. While growing together toward true community, learners practice skills of coaching thinking and feedback, designed to build the capacity of others.  Learners begin to explore intentional design and examine the action research process, while deepening their understanding of the concepts uncovered in semester one of community and environment.  Within curriculum design, learners experience, explore, and implement multiple assessment and instructional strategies.

Upon completion of the course, learners are expected to be able to do the following:

1. Use feedback and coaching thinking to assist other community members’ reflections on improving and evaluating practice.
2. Write enduring understandings and essential questions connected to concepts and outcomes.
3. Classify assessments as “for” learning, “of” learning, and “as” learning.
4. Identify elements of a classroom environment that integrate social, emotional, and academic learning.
5. Articulate the importance of an intentional approach to design.
6. Unpack generativity.

MED626 Applying Principles for Practice (2 cr.)

In this practicum course learners apply the learning from MED 625 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

1. Apply research-based strategies into classroom practice.
2. Use reflective models to analyze practice.

MED635 Research and Design (4 cr.)

Learners formalize the approach to research and design, building on learnings from previous semesters.  Learners gain a deeper understanding of the integration of pedagogy across the IDEA (instruction, discipline, environment, and assessment) spectrum.  Design of assessment and data collection tools is a primary focus.  Employing the concept of adaptation, learners apply the nuances of being a power searcher through extensive independent research. Research is centered on concepts derived from sensed needs and curiosity.

Upon completion of the course, learners are expected to be able to do the following:

1. Formulate an inquiry question that drives research.
2. Locate, evaluate, and organize resources.
3. Analyze and synthesize research.
4. Design and evaluate data collection tools and assessment tools.
5. Develop a classroom environment design encompassing climate, culture, and physical space.
6. Unpack adaptation.

MED636 Applying Rearch to Design (2 cr.)

In this practicum course learners apply the learning from MED625 to everyday classroom experience. Application of learning  is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

1. Apply research based strategies into practice.
2. Use reflective models to analyze practice.

MED645 Integrating Principles of Design into Practice (4 cr.)

Building on previous semesters, learners begin the implementation of a research-based classroom environment plan and action research process. Learners work collaboratively with community members, applying coaching thinking approaches to problem pose and problem resolve, and to construct a deeper understanding of strategies that enhance student learning. Learners apply previous course learnings and best practice to curricular design.  Through examination of best practice and building upon curricular design work from previous semesters, learners apply this knowledge to curricular design. Learners begin forming beliefs around the concept of leadership, and examine the concept of presence and the role it plays in being a Lasallian educator.

Upon completion of the course, learners are expected to be able to do the following:

1. Engage in the action research process.
2. Examine leadership.
3. Apply coaching thinking skills.
4. Reflect about their practice to uncover assumptions, biases, and show the transformation of  thinking.
5. Design instruction, integrating a variety of learning theories and research-based strategies.
6. Describe Lasallian education and its connection to self.
7. Unpack presence.

MED646 Application of Research and Design (2 cr.)

In this practicum course, learners apply the learning from MED645, implementing your action research and classroom environment design. Application of learning  is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

1. Apply research-based strategies into classroom practice.
2. Implement action research.  
3. Use reflection to analyze practice.

MED655 Becoming a Teacher Leader (4 cr.)

In this culminating semester, learners prepare themselves to be learning leaders.  They identify an approach to leadership, identifying opportunities to embrace and practice the role as a teacher leader. Learners expand their circle of influence by continuing to develop their personal learning network and facilitating dialogue amongst other educators at the spring conference. Leading with curiosity and gratitude, learners use concept-centered dialogue to cultivate leadership qualities. Learners incorporate real life, authentic learning experiences into their practice by integrating design, collaboration, and community-based processes, while applying the habit of reflection. Learners write an intentional plan of continued growth and application of learning as they embark on being a master teacher.

Upon completion of the course, learners are expected to be able to do the following:

1. Participate in professional dialogue.
2. Identify their own leadership style through a developed capacity for self-awareness.
3. Draw on their strengths to be agents of change.
4. Embed research into the design of engaging instruction, environment and assessment.
5. Articulate their transformation as teachers, learners, and wholehearted selves, including a plan for continual growth.
6. Unpack engagement.

MED656 Applying Principles of Leadership (2 cr.)

In this practicum course, learners apply the learning from MED655 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

1. Integrate research-based strategies into classroom practice.
2. Use critical reflection to analyze practice.
3. Articulate the impact of a classroom environment designed to integrate social, emotional, and academic learning.  
4. Make intentional contributions to education.
5. Facilitate professional dialogue.