Health & Behavior Studies

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The Department of Health & Behavior Studies


Our Mission

The mission of the Department of Health and Behavior Studies is to improve health, learning, and social well-being in schools and other settings and throughout the lifespan. This mission is achieved by:  

Generating the applied research on the behavioral and social determinants of health and learning that provides the evidence base to inform the design, implementation, and evaluation of interventions in schools and other community settings that can improve health and mitigate learning and other disabilities.

Preparing practitioners, scholars, and leaders who can help people to realize their full potential, make informed decisions, and attain the best possible quality of life.

Thus, the department is committed to the professional preparation of those who will serve diverse at-risk or high-needs populations by conducting socially consequential and policy-relevant research and fostering interdisciplinary collaboration in practice to address problems in society that no single disciplinary approach can achieve.

If you plan to work in a state other than New York, Teachers College has not made a determination if our programs meet the educational requirements for certification or professional licensure in any other state, Washington DC or Puerto Rico. We recommend that you review the state’s licensing board or teacher certification website for that state’s qualifications. The Office of Teacher Education will complete any necessary forms and/or letters for out-of-state certification on the completion of your approved teacher preparation program.

Programs

Faculty

  • Faculty

    • John P Allegrante Professor of Health Education
    • Prerna Arora Assistant Professor of School Psychology
    • Charles E Basch Richard March Hoe Professor of Health and Education
    • Marla Ruth Brassard Professor of Psychology and Education
    • Isobel R. Contento Mary Swartz Rose Professor of Nutrition and Education
    • Daniel Fienup Associate Professor of Applied Behavior Analysis
    • R Douglas Greer Professor of Psychology and Education
    • Laudan B. Jahromi Professor of Psychology and Education
    • Pamela Ann Koch Executive Director/ Associate Research Professor
    • Benjamin Lovett Associate Professor of Psychology and Education
    • Kathleen O'Connell Isabel Maitland Stewart Professor of Nursing Education
    • Dolores Perin Professor of Psychology and Education
    • Stephen T Peverly Professor of Psychology and Education
    • Sonali Rajan Associate Professor of Health Education
    • Barbara C. Wallace Professor of Health Education
    • Ye Wang Professor of Deaf and Hard of Hearing
    • Randi L. Wolf Associate Professor of Human Nutrition on the Ella McCollum Vahlteich Endowment
    • Matthew Carl Zajic Assistant Professor in Intellectual Disability/Autism
  • Emeriti

    • Joan Dye Gussow Mary Swartz Rose Professor Emerita of Nutrition and Education
    • Linda Hickson Professor Emerita of Education
    • Robert E Kretschmer Professor Emeritus of Education and Psychology
    • Philip A Saigh Professor Emeritus of Psychology and Education
  • Lecturers

    • Jo Ann Pereira Delgado Lecturer
    • Jane K Dickinson Lecturer
    • Roseanne Christine Gotterbarn Lecturer
    • Maria C. Hartman Lecturer
    • Tresa Kaur Lecturer
    • Ray Marks Lecturer
    • Susan Garni Masullo Senior Lecturer
    • Amanda Levin Mazin Lecturer
    • Lora Ann Sporny Lecturer
    • Helen Stevens Lecturer
  • Adjunct Faculty

    • Ara John Bahadourian Adjunct Assistant Professor
    • Carla Althea Beckford-Ogunleye Adjunct Assistant Professor
    • Ann E Boehm Professor Emerita of Psychology and Education
    • Claire S Cahill Adjunct Assistant Professor
    • Pashko R Camaj Adjunct Assistant Professor
    • Katharine Loomis Cameron Adjunct Assistant Professor
    • Theresa P Castillo Adjunct Assistant Professor
    • Erica C Chin Adjunct Assistant Professor
    • Maria D.S. Cox Adjunct Associate Professor
    • Andrew Jacob Dakopolos Adjunct Assistant Professor
    • Constance Dekis Adjunct Assistant Professor
    • Karen Reznik Dolins Adjunct Associate Professor
    • Kristene Anne Doyle Adjunct Full Professor
    • Lin Du Adjunct Assistant
    • Jessica Lee Dudek Honorary Adjunct Assistant Professor
    • Katherine L Durham Adjunct Assistant Professor
    • Christina Mary Lee Fiorvanti Adjunct Assistant Professor
    • Robert E Fullilove Adjunct Full Professor
    • Jocelyn A Hinman Adjunct Assistant Professor
    • Jennifer Hope Adjunct Assistant Professor
    • Kamauru Johnson Adjunct Assistant Professor
    • Kimberley J Krapek Adjunct Assistant Professor
    • Stephanie Levine Adjunct Assistant Professor
    • Jennifer Maria Longano Adjunct Assistant Professor
    • Leah Anne McGuire Adjunct Assistant Professor
    • Erica M. Miller Adjunct Assistant Professor
    • Jennifer Lynn Montgomery Adjunct Assistant Professor
    • Georgette Alicia Morgan Adjunct Assistant Professor
    • Kelly Lynn Mule Adjunct Assistant Professor
    • Kathleen Mary Nokes Adjunct Full Professor
    • Robin L O'Leary Adjunct Assistant Professor
    • John Pinto Adjunct Full Professor
    • Nirvana Pistoljevic Adjunct Assistant Professor
    • Erin Rivelis Adjunct Associate Professor
    • Katherine Jean Roberts Adjunct Associate Professor
    • MaryEllen Rooney Adjunct Associate Professor
    • Janet Schebendach Adjunct Associate Professor
    • Julia A. Silvestri Adjunct Assistant Professor
    • Elaine Rebecca Smolen Adjunct Assistant Professor
    • JeanneMarie Speckman Adjunct Assistant Professor
    • Christine Ann Sullivan Adjunct Assistant Professor
    • James Francis Sumowski Adjunct Associate Professor
    • Chinara Mamvura Tate Adjunct Assistant Professor
    • Stephanie Leigh Turrise Adjunct Assistant Professor
    • Jennifer Danielle Weber Adjunct Assistant Professor
    • Amie Diana Wolf Adjunct Assistant Professor
    • Helene Laurie Yankowitz Adjunct Assistant
  • Instructors

    • Lauren Elizabeth Andersen Part Time Instructor
    • Stacey Ann Bernstein Part Time Instructor
    • Maureen Blong-McGinn Instructor
    • Yanru Chen Instructor
    • Jennifer Giles
    • Sally M Goyette Instructor
    • Jennifer Catherine Hildner Dietetic Internship Program Director & Combined MS-RDN Program Director
    • Noelle Regina Leonard
    • Amy Marcinkiewicz Instructor
    • Shelley Mesznik Instructor
    • Onudeah Desiree Nicolarakis Part Time Instructor

Courses

  • HBSD 4110 - Behavior Change Strategies for Diabetes Prevention and Management
    This course explores a person-centered and strengths-based approach to working with people who have diabetes. Students will discuss the role of language/messaging in various approaches to working with people that can help them successfully manage and live well with diabetes. Students will also explore the role of age-related generations in behavior change.
  • HBSD 4120 - Pathophysiology of Diabetes and its Related Complications
    This course covers the physiology of normal energy metabolism and the related pathophysiology of energy metabolism as seen in metabolic syndrome, the progression to type 2 diabetes, overt type 2 diabetes, as well as type 1, gestational, and drug-induced diabetes. Comorbid conditions and acute and chronic complications related to diabetes and hyperglycemia are also addressed.
  • HBSD 4130 - Assessment of the Person with Diabetes
    This course teaches the clinician how to conduct a diabetes-focused assessment of the person with diabetes, with consideration for family dynamics, culture, and support. Emphasis is placed on cognitive, behavioral, and affective assessments, as well as select elements of the clinical assessment, i.e., the assessment of the "whole" person with diabetes. The findings from the assessment are then used as the basis for goal-setting.
  • HBSD 4140 - Preventive & Therapeutic Interventions in Diabetes Management
    This course covers the specific components of multimodal therapies used to treat diabetes and associated comorbidities, as well as to reduce the risk of acute and chronic complications, referencing evidence-informed clinical practice guidelines and landmark trials whenever possible. The major elements of, indications for, rationale for, and complications of current therapeutic approaches are explored.
  • HBSD 4150 - Diabetes Self-Management Education and Support (DSMES) Programs: Development, Implementation, & Evaluation
    This course provides specific guidance regarding implementation of the National Standards for Diabetes Self-Management Education (ADA, 2017) to create Diabetes Self-Management Education and Support (DSMES) programs that will fulfill ADA recognition or AADE accreditation requirements.
  • HBSD 4160 - Pharmacology of Diabetes
    This course offers an in-depth exploration of the medications used to treat and reduce the risk for diabetes, as well as the drugs used to treat its related comorbidities and complications. It also covers over-the-counter treatments, supplements, and medical foods used by people with diabetes. Drug classes, names, mechanisms of action, pharmacokinetics and pharmacodynamics will be discussed, as well as drugs currently being investigated. This course includes a discussion of the FDA approval process, major drug trials, considerations for special populations, and adverse effects.
  • HBSE 4000 - Intro to Special Education
    Emphasis is placed on the identification of characteristics of individuals with disabilities and the impact of the characteristics on the learner and family members of the learner. The course is a study of the nature, psychosocial, and educational needs of individuals across the lifespan with physical, mental, emotional, or sensory impairments. Particular attention is placed on the way these special education programs fit, or should fit, into ongoing work in schools.
  • HBSE 4001 - Teaching students with disabilities in the general education classroom
    This course addresses problems of educational assessment, curriculum and teaching, organization, and guidance of students with physical, cognitive, affective, and sensory disabilities.
  • HBSE 4005 - Computer Applications in Special Education
    This course is intended to provide preservice and in-service special education teachers with basic information on assistive and instructional technology appropriate for use with infants, children, and youths who require special education and related services.
  • HBSE 4006 - Working with families of children with disabilities
    Current and historical perspectives on parent involvement in the special education and empowerment of infants, children, and youth with exceptionalities and their families. Emphasis on strategies and materials to facilitate a continuum of parent and family participation to strengthen the relationships between home, school, and the community.
  • HBSE 4010 - Nature and needs of persons with intellectual disability/autism
    Characteristics of persons manifesting different degrees of intellectual disability/autism and other developmental disabilities from early childhood through adolescence. The course emphasizes implications for educational programming, curriculum, and instruction.
  • HBSE 4011 - Education of persons with intellectual disability/autism
    Curriculum development and research-validated methods of instructing students with intellectual disability/autism and other developmental disabilities from early childhood through adolescence across ability levels.
  • HBSE 4014 - Applied Behavior Analysis I
    This is an introductory course to ABA (Applied Behavior Analysis). Topics to be covered in this course include basic terminology and concepts about the applied science of the behavior and applications of the research-based tactics and principles in appropriate settings. This course is for those who wish to gain a preliminary understanding of the science of applied behavior analysis. PREVIOUSLY HBSE 4015 FOR NON-MAJORS
  • HBSE 4015 - ABA I: Concepts and Principles in Pedagogy, Curriculum, and Management
    Basic applications for learners without reading or writing repertoires. Strategic applications of the science of behavior to instruction, management, curriculum-based assessment, isolation of locus of learning/behavior problems, and measurably effective instructional practices.
  • HBSE 4016 - ABA II: Foundational Concepts and Epistemology of Basic and Applied Behavior Analysis
    Prerequisite: HBSE 4015. Advanced applications to learners with writing, reading, and self-editing repertoires. Teaching operations and curricula designed to teach academic literacy, self-management, and problem solving. Data-based applications required.
  • HBSE 4017 - ABA III: Verbal Development, Curriculum, and Pedagogy
    Applications of behavior analysis to the schooling system that incorporates educating and working with families, providing classroom and school leadership, coordinating support personnel efforts across the school and home, and the development of learner independence through advanced scientifically based pedagogy and functional curriculum design, including computer-based instruction.
  • HBSE 4044 - Methods 1: Research Methods in Pedagogy, Curriculum, and Management
    Pedagogical and curricular design repertoires for realizing state educational objectives for children from pre-listener to early reader skills (NYSED Standards, English Excellence in Education Standards, and CABAS® Standards Preschool through Kindergarten).
  • HBSE 4045 - Methods 2: Curricular and Pedagogical Operations for Teaching the Foundations of Functional Academic Literacy
    Pedagogical and curricular repertoires for realizing state educational objectives for children with early to advanced self-editing and self-management repertoires (grades 1 through 3).
  • HBSE 4046 - Methods 3: Curricular and Pedagogical Operations for Teaching Advanced Functional Academic Literacy
    Pedagogical and curricular repertoires for realizing state educational objectives for children with early to advanced self-editing and self-management repertoires (grades 4 through middle school).
  • HBSE 4047 - Record-Keeping in Applied Behavior Analysis
    This course is required for NYS licensure in behavior analysis. It will cover not just the maintenance of the client’s record, but the meaning of that record and the additional parts of the record that must be maintained for each child, including all corollary materials. It is offered online to all students pursuing NYS licensure in ABA.
  • HBSE 4048 - Working with Families of Children with Autism
    The purpose of this course is to provide an overview of the components related to successful partnerships between parents and professionals as realized through increasing positive and effective parenting skills within families of children with autism.
  • HBSE 4049 - Professional and Ethical Issues in Teaching as Applied Behavior Analysis
    This course will focus on the ethical, professional, and legal issues impacting those who apply the science of behavior to vulnerable populations (e.g., young children or children with disabilities), including those who work in clinical, home, and school settings.
  • HBSE 4062 - Instruction and curriculum development for infants, children, and youth with blindness and visual impairment
    Professor Cummins and Dr. Gerra. Prerequisite: proficiency in translation and transcription of the Braille-code and typing, or HBSE 4063 (may be taken concurrently). Learning theories, programs, methods, materials, and aids in the education of infants, children and youth with blindness and visual impairments. Particular emphasis is placed on the identification of appropriate instructional methods and materials for teaching reading and mathematics to learners with vision loss. Students complete 50 hours outside of class in observation and clinical practice in assessment, development of instructional objectives, and adaptation of materials. Special fee: $40.
  • HBSE 4063 - Communication skills for people with blindness and visual impairments I: Literary Braille
    Professor Cummins. (First of a two-semester course. Students register for 3 points each term.) Corequisite: HBSE 4060, Research and practice in communication skills and media. Students learn transcription and translation of the Braille code in the context of development of appropriate curriculum materials and research-validated methods of instructing students with vision loss, including methods for teaching and remediation skills in reading and mathematics. Methods for teaching aural and tactile reading are covered extensively. Special fee: $40.
  • HBSE 4070 - Psychosocial and cultural aspects of people who are d/Deaf or hard of hearing
    Introduction to the education of children, youth, and adults who are deaf or hard of hearing; historical development; psychosocial and cultural aspects; challenges and issues of the field.
  • HBSE 4071 - Language and Literacy I/II: Reading & Writing for the Deaf and Hard of Hearing
    Study of special methods of teaching in programs for children and youth who are deaf or hard of hearing at preschool, elementary, and secondary levels, with particular attention to the development of reading and writing.
  • HBSE 4072 - Language development for the deaf and hard of hearing
    Language development of hearing and deaf or hard of hearing individuals at different maturational levels.
  • HBSE 4073 - Teaching Speech, Language and Communication Skills/Audiological Principles
    Course addresses audiological principles necessary to enable teachers of deaf and hard of hearing students to best support these students in their educational settings. The course also covers various communication approaches in deaf education, phonetics, and techniques to develop speech, language, listening, and functional communication skills. The course provides study of theory, research, and practical audiological information as well as hands-on experiences with the most current audiological equipment.
  • HBSE 4075 - Selected topics: Deaf and ASL arts and literature
    This course is a study of the deaf experience as presented in artistic and literary works by deaf and hard of hearing individuals. Principles of literary analysis and criticism will be presented. Students will analyze the works using principles of literary theory and criticism. Offered on alternate years.
  • HBSE 4076 - Methods and materials in teaching ASL and Deaf community and culture
    Current theories and approaches in curriculum design and instructional methods in second language acquisition and the teaching and learning of American Sign Language and Deaf community and culture will be discussed. Materials on American Sign Language and American Deaf community and culture will be introduced. Students will develop curriculum and instructional methods to apply current approaches to classroom practice.
  • HBSE 4079 - Auditory Verbal Strategies
    The Foundations I A review of the functions of language and communication, the nature and characteristics of language acquisition of typical language learners, the characteristics of language development in deaf and hard of hearing children who use listening and spoken language.
  • HBSE 4082 - Assessment and evaluation of infants, children, and youth with exceptionalities
    An in-depth study of theoretical principles of measurement, assessment, and evaluation necessary for appropriate identification of needs as related to implementation of educational plans for infants, children, and youth with disabilities. Applications of assessment data in instructional programs for children with disabilities. Special fee: $150 (for on campus course only).
  • HBSE 4092 - Introduction to foundations of special education opportunity
    Theory and practice in the rehabilitation and redress of human relationships affecting people with disabilities across the lifespan.
  • HBSE 4300 - Practicum in assessment and evaluation of individuals with exceptionalities
    Students will gain practical knowledge of interdisciplinary, psychoeducational assessments of students with disabilities. Analysis of observational and test data; formulation of educational programs for students with disabilities.
  • HBSE 4304 - ABA Practicum Course: Children with Autism and Related Disorders
    This course fulfills the 150 (minimum) practicum hours working with children with autism required for licensure as a Behavior Analyst in NYS and may also satisfy supervised experience hours required by the Behavior Analyst Certification Board. This course also carries 3 credits (45 credit hours) worth of content; thus, students will be responsible for completing coursework and attending class at the university on a weekly basis.
  • HBSE 4700 - Observation and student teaching in special education: Pre-student teaching
    Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
  • HBSE 4701 - Observation and student teaching in special education: Intellectual disability/autism
    Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
  • HBSE 4704 - Observation and student teaching in special education: Applied behavioral analysis and behavioral disorders
    Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
  • HBSE 4707 - II: Observation and student teaching in special education: Deaf and hard of hearing
    Permission required. Course requires 5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
  • HBSE 4711 - Observation and student teaching in special education: ASL and deaf community and culture
    Permission required. Course requires observation and student teaching and a weekly seminar on campus.
  • HBSE 4863 - Introduction to cued speech
    Course provides students with a background in Cued Speech, including its history; research studies; and application of the system for deaf and hearing individuals in the classroom, home, and community. Students will learn the mechanics of the cueing system and know how to apply it as an educational and communication tool. Through an interactive approach, this course will assist teachers, administrators, consultants, interpreters and other personnel in the field of deaf and/or special education and speech-language pathology in understanding how they can apply the Cued Speech system to their respective fields.
  • HBSE 4871 - American Sign Language I
    A course designed to develop beginning receptive and expressive skills in American Sign Language.
  • HBSE 4872 - American Sign Language II
    A course designed to develop intermediate receptive and expressive skills in American Sign Language.
  • HBSE 4880 - Opportunities and outcomes for people with disabilities
    Transition planning and opportunities after K-12 school. The course covers the planning, instruction, and organization of community-based opportunities for individuals with intellectual and developmental disabilities and autism. The full range of opportunities including college, employment, and increased independence to provide the supports for best outcomes for individuals with disabilities are covered in the course.
  • HBSE 4901 - Research and independent study: Special Education
    Permission required.
  • HBSE 5010 - Study of the philosophic foundations of special education
    Permission required. Required of all doctoral students in the Applied Sciences of Learning and Special Education programs in the Department of Health and Behavior Studies. Overview of major theoretical and methodological orientation within social sciences and special education.
  • HBSE 5301 - Advanced practica in special education: Intellectual disability/autism
    Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.
  • HBSE 5304 - Advanced practica in special education: Behavioral disorders
    Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.
  • HBSE 5307 - Advanced practica in special education: Deaf and hard of hearing
    Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.
  • HBSE 5309 - Advanced practica in special education: Rehabilitation of persons with developmental disabilities
    Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.
  • HBSE 5901 - Problems in special education: Intellectual disability/autism
    Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
  • HBSE 5904 - Problems in special education: Applied behavioral analysis and behavioral disorders
    Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
  • HBSE 5907 - Problems in special education: Deaf and hard of hearing
    Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
  • HBSE 5909 - Problems in special education: Guidance, rehabilitation, and career education
    Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
  • HBSE 6001 - Research in special education
    Permission required. Prerequisites: HUDM 4122 and HUDM 5122. Instruction in the development, conduct, and reporting of research. Student research studies. Required of all doctoral students in Applied Sciences of Learning and Special Education programs in the department of Health and Behavior Studies.
  • HBSE 6005 - Research in special education: single-subject design I
    Permission required. Prerequisites: HUDM 4122 and other statistics course work. Instruction in the development, conduct, and reporting of single-case design research. Student research studies. Required of all doctoral students in the Applied Sciences of Learning and Special Education programs in the department of Health and Behavior Studies.
  • HBSE 6008 - Behaviorism and the science of behavior
    Permission required (for Ph.D. students in Applied Behavior Analysis and Behavior Disorders). A survey comparing and contrasting the various behaviorisms including: methodological behaviorism, paradigmatic behaviorism, interbehaviorism, social behaviorism, radical behaviorism, behavior selection, and the relationship of these to pragmatism, natural selection, positivism, and their historical roots of behavior selection and natural selection in the Scottish enlightenment.
  • HBSE 6010 - Advanced study of problems and issues in special education
    Permission required. Required of all doctoral students in Applied Sciences of Learning and Special Education programs in the department of Health and Behavior Studies. Instruction in the current practices and policies in the education of exceptional children with emphases on language and literacy development.
  • HBSE 6015 - The verbal behavior model: Individual educational programming
    Prerequisites: HBSE 4015 and HBSE 4043. Students will master Skinner's model of communicative behavior, the associated literature, and major theoretical papers. Research and data-based schooling applications of the model will be made to pedagogy and curriculum.
  • HBSE 6031 - Research methods in special education: single-subject design II
    Permission required. Course covers inter-subject and intrasubject designs, repeated measurement, generality, direct and systematic replication, and selection of group or single-case designs.
  • HBSE 6401 - Advanced internships in special education: Intellectual disability/autism
    Permission required. Post-masters level. Intensive in-service internship at agency chosen to meet individual students needs. Students submit reports analyzing experiences.
  • HBSE 6404 - Advanced internships in special education: Behavioral disorders
    Permission required. Post-masters level. Intensive in-service internship requires 3-5 days per week in approved settings. Internship allows for practical applications of scientific methods and principles taught in coursework to the education and treatment of children with and without disabilities.
  • HBSE 6407 - Advanced internships in special education: Deaf and hard of hearing
    Permission required. Post-masters level. Intensive in-service internship at agency chosen to meet individual student's needs. Students submit reports analyzing experiences.
  • HBSE 6409 - Advanced internships in special education: Guidance, rehabilitation, and career education
    Permission required. Post-masters level. Intensive in-service internship at agency chosen to meet individual students needs. Students submit reports analyzing experiences.
  • HBSE 6501 - Advanced seminars in special education: Intellectual disability/autism
    For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources.
  • HBSE 6504 - Advanced seminars in special education: Applied behavior analysis and behavioral disorders
    For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources.
  • HBSE 6507 - Advanced seminars in special education: Deaf and hard of hearing
    For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources.
  • HBSE 6901 - Research and independent study: Special Education
    Permission required.
  • HBSE 7500 - Dissertation seminar in special education
    Permission required. Only advanced doctoral students in special education programs are eligible. Prerequisites: HBSE 5010, 6001, 6003, 6005 and 6010. Development of doctoral dissertations and presentation of plans for approval.
  • HBSE 8901 - Dissertation advisement in special education: Intellectual disability/autism
    Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ph.D. degrees.
  • HBSE 8903 - Dissertation advisement in special education: Physical disabilities
    Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ph.D. degrees.
  • HBSE 8904 - Dissertation advisement in special education: Applied Behavior Analysis
    Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ph.D. degrees.
  • HBSE 8907 - Dissertation advisement in special education: Deaf and hard of hearing
    Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ph.D. degrees.
  • HBSK 4025 - Professional and ethical functions of school psychologists
    Permission required. Overview of issues associated with the school psychologist's roles within educational settings including assessment, intervention, and consultation. Education and disability law and ethics are stressed.
  • HBSK 4072 - Theory and Techniques of Assessment and Intervention in Reading
    Provides an overview of theories and research pertaining to reading acquisition and assessment and intervention techniques for reading across the lifespan. Content is organized according to four major themes: the psychology of reading development, language structures, assessment, and intervention. Materials fee: $35.
  • HBSK 4073 - Childhood Disorders
    Information involving the symptoms, life-course, prevalence, and etiology of a number of psychiatric disorders that are manifested in childhood and adolescence is presented. Information involving assessment and treatment is also considered. This course considers psycho-educational assessment, diagnosis, and treatment of child and adolescent disorders. A testing lab is included.
  • HBSK 4074 - Development of Reading Comprehension
    Reading and study skills: Practical procedures based on research findings appropriate for teachers, counselors, and others. Discussion focuses on students in the middle elementary grades through young adulthood.
  • HBSK 4903 - Research-Independent study in reading
    Permission required. Individualized research and fieldwork projects in literacy assessment and intervention.
  • HBSK 5031 - Family as a context for child development
    Prerequisite: Any introductory developmental psychology course. Examines theories of family functioning and empirical evidence of family processes that mediate child and adolescent development outcomes. Emphasis on family factors associated with children's cognitive, emotional, and academic development, including home-school collaboration and social functioning within cultural contexts. Materials fee: $10.
  • HBSK 5050 - Cognitive and Behavioral Interventions for Youth
    This course is intended to provide graduate students in psychology with an introduction to the application of cognitive behavioral interventions for the treatment of childhood disorders. The theoretical foundations of major cognitive-behavioral therapies for the treatment of psychological disorders will be studied. Treatment skills, including clinical interviewing and basic therapeutic skills, will be presented. Further, empirically supported therapeutic interventions for some of the most common psychological disorders experienced by school age children will be discussed. An introduction to cognitive behavioral case formulation and individual treatment planning will be integrated throughout the class. Empirical data pertaining to the use and efficacy of cognitive behavioral interventions with diverse populations will be reviewed. Ethical considerations will be presented and highlighted.
  • HBSK 5051 - Child-adolescent PTSD and related disorders
    Permission required. This course presents information about the history, epidemiology, etiology, assessment, prevention, and cognitive-behavioral treatment of child-adolescent post-traumatic stress disorder (PTSD) and related internalizing disorders. Analogue diagnostic and treatment training is provided.
  • HBSK 5070 - Neural bases for language and cognitive development
    Permission required. Examination of neural mechanisms involved in language, reading, and the acquisition of academic skills. Particular attention is paid to language disorders, variations in cerebral organization, and hemisphere specialization.
  • HBSK 5077 - Adult Literacy and Developmental/Remedial Education
    Online. This course provides an examination of the learning of reading and writing by adults who have not achieved full literacy. Populations discussed include students in programs including adult basic education, vocational/ career & technical education, continuing education, and developmental/ remedial education; adults with dyslexia and other learning disabilities; immigrants and others who have limited English language proficiency; students in correctional settings; and participants in adult literacy programs outside of the U.S.
  • HBSK 5085 - Observing and assessing preschool children
    Overview of assessment procedures used with preschool and kindergarten-age children including review of related tests, the development of observation procedures, and the development of screening programs. Materials fee: $75.
  • HBSK 5096 - The psychology of memory: Cognitive and affective bases
    This is a doctoral-level course. In this seminar, we will explore critical theories influencing the identity, practice, and culture of children/youth in contemporary society. The goal of the course is to offer a broad survey of theoretical standpoints and research methodologies within the field of childhood studies. With a focus on issues of power and equity, the course draws from various theoretical traditions and scholarship to center diverse childhoods.
  • HBSK 5098 - Diagnosis of Reading and Writing Disabilities
    Prerequisite: HBSK 4072. Presents theory and research pertaining to reading and writing disabilities. Students obtain experience in administering, scoring, and interpreting a battery of measures and learn to formulate a diagnosis based on standardized, norm-referenced tests. The course takes a lifespan perspective in its examination of reading and writing disabilities. Materials fee: $50.
  • HBSK 5099 - Writing interventions theory and practice
    This is a literacy course that applies research on cognitive, linguistic, affective, social, and cultural processes underlying writing performance to the development of writing interventions. Writing is discussed within a larger context of reading comprehension and subject-matter knowledge. Students learn to evaluate and design content-area writing interventions for both typically-developing and special-needs populations of differing ages and in various educational settings.
  • HBSK 5271 - Supervised fieldwork in remedial reading and school difficulties: Supervised externship in psycho-educational practice
    Supervised experience in a school, hospital, or community clinic focusing on psychoeducational assessment, counseling, remediation, and consultation. Prerequisite: HBSK 5280.
  • HBSK 5272 - Supervised fieldwork in remedial reading and school difficulties: Supervised field placement in reading
    Students conduct projects in a variety of field sites, including K-12 schools, community colleges, and adult education programs, under faculty supervision. The field experience provides an opportunity to understand both practical and theoretical aspects of pressing questions concerning literacy acquisition across the lifespan.Â
  • HBSK 5273 - Supervised fieldwork in remedial reading and school difficulties: Supervised experience in supervision
    Advanced doctoral students are supervised in their supervision of the comprehensive psychoeducational assessments with clients in the Center for Educational and Psychological Services performed by first-year school psychology students enrolled in HBSK 6380.
  • HBSK 5280 - Fieldwork in school psychological services
    Permission required. Limited to second-year students in School Psychology. Must be taken concurrently with HBSK 6382-HBSK 6383. Supervised school-based experience in psychoeducational practice (two days per week for the entire academic year). Includes university-based supervision. Supervisory fee: $100.
  • HBSK 5320 - Individual psychological testing I
    Permission required. This is a year-long course open to Ed.M. and doctoral students in School Psychology. Background, administration, and interpretation of major psychological tests from both nomothetic and ideographic perspectives. Both courses cover the administration of major cognitive and personality measures and the interpretation and integration of data into case reports. Lecture plus lab/supervisory section. Supervisory fee: $100; materials fee: $50 per term.
  • HBSK 5321 - Individual Psychological Testing II
    Permission required. This is a year-long course open to Ed.M. and doctoral students in School Psychology. Background, administration, and interpretation of major psychological tests from both nomothetic and ideographic perspectives. Both courses cover the administration of major cognitive and personality measures and the interpretation and integration of data into case reports. Lecture plus lab/supervisory section. Supervisory fee: $100; materials fee: $100 per term.
  • HBSK 5373 - Practicum in literacy assessment and intervention I
    Prerequisite or corequisite: HBSK 4072, grade of B or better. This course is the first of three practica that prepare students to assess, analyze, and remediate literacy difficulties using research and theory. In class sessions, students learn to understand assessment and instruction across a broad spectrum of skill areas reflecting the most common areas of difficulty for struggling readers and writers. Students apply those skills in their work in the Dean-Hope Center for Educational and Psychological Services (CEPS) with an individual who has literacy difficulties. Each practicum counts for 50 clock hours weekly of field experience. Materials fee: $100.
  • HBSK 5376 - Practicum in literacy assessment and intervention II
    Prerequisites: HBSK 4072, HBSK 5373 with grade of B+ or better. This course is the second of three practica that prepare students to assess and remediate literacy difficulties. HBSK 5376 utilizes a more advanced learning model in which a student works to assess and tutor a client at the Dean-Hope Center for Educational and Psychological Services (CEPS). In class sessions, students continue to learn techniques, skills, and materials for assessment and intervention for use with those who struggle with reading and writing. Students are expected to apply class content in clinical sessions with an individual with literacy difficulties. Each practicum counts for 50 clock hours weekly of field experience. Attendance at supervision sessions is also mandatory.
  • HBSK 5377 - Practicum in literacy assessment and intervention III
    Prerequisites: HBSK 4072, HBSK 5376 with grade of B+ or better. This course is the third of three practica that prepare students to assess and remediate literacy difficulties. HBSK 5377 utilizes an independent learning model in which the student works to assess and tutor a small group of individuals in a school setting. The focus in this practicum is on differentiating instruction for students who are reading and writing below grade-level expectations. Students work collaboratively with classroom teachers and other school personnel while continuing to adhere to professional and ethical guidelines and standards in their assessment, teaching and preparation of documentation and reports. Materials fee: $100.
  • HBSK 5378 - Practicum in psycho-educational assessment of school subject difficulties
    Covers the assessment of academic skills, especially reading and cognitive functioning. The administration, scoring, and meaningful interpretation of test performance are addressed. Students work in pairs with client.
  • HBSK 5480 - School Psychology Internship - EdM
    Permission required. Limited to Ed.M. or doctoral students in school psychology. Supervised experience in the delivery of psychological services in approved and appropriate agencies, institutions, and schools.
  • HBSK 5580 - Seminar in consultation and evaluation in reading
    The purpose of this seminar is to consider the implications of recent research in literacy assessment and intervention for the consultation, evaluation and professional development roles of Reading and Learning Specialists and Coaches. Materials Fee: $50.
  • HBSK 5885 - Obsrv/Assess PreSchool Learner

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  • HBSK 6362 - Group Work Children & Adolescents
    The course, through lectures, experiential activities and in-class supervision, prepares school psychologists in training to plan for and lead counseling and psychoeducation groups for children and adolescents in schools.
  • HBSK 6380 - Practicum in psycho-educational assessment with culturally diverse students
    Permission required. Supervised experience in psychoeducational assessment, including observation, interviewing, and testing of children and youth from culturally diverse backgrounds; integration and interpretation of data. Consideration of intervention procedures. Students work with clients in the Dean Hope Center. Additional supervisory session required. Supervisory fee: $100. Materials fee: $50.
  • HBSK 6382 - Advanced practicum in psycho-educational interventions in schools
    Permission required. Concurrent registration in HBSK 5280 required for all School Psychology students. Cognitive-behavioral interventions with children, adolescents, and their families. Special fee: $75.
  • HBSK 6383 - Neuropsychological assessment of children and adults
    Permission required. Prerequisites: HBSK 5320 and either BBSN 5033 or BBSN 5070. Analysis, administration, and interpretation of special procedures used to assess brain damage/dysfunction in adults and children. Special fee: $35.
  • HBSK 6480 - School psychologist internship
    Permission required. Limited to Ed.M. or doctoral students in school psychology. Supervised experience in the delivery of psychological services in approved and appropriate agencies, institutions, and schools.
  • HBSK 6570 - Research in applied educational psychology: Neurosciences and Education
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6571 - Research in applied educational psychology: Cognitive processes and strategies in young children
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6572 - Research in applied educational psychology: Post-Traumatic Stress Disorder
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6573 - Research:Text Comprehension
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6574 - Research in applied educational psychology: Cognitive processes related to studying
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6576 - Research in applied educational psychology: Acquisition of reading and writing ability
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6577 - Research in applied educational psychology: Psychoeducational aspects of deafness
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6578 - Research in applied educational psychology: Family and school violence
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6584 - Seminar: school psychology consultation
    In this course, students develop and practice basic skills in school consultation and counseling. Through readings, discussions, presentations, and role plays, students demonstrate an understanding of counseling theories and approaches, approaches to consultation, as well as practices consistent with professional ethics and legal standards. Students reflect on their own cultural background and acquire knowledge relevant to cross-cultural consultations.
  • HBSK 6903 - Research-independent study in reading
    Permission required. Advanced students work with professor on research projects related to literacy skills across the lifespan.
  • HBSK 7503 - Dissertation seminar: Schooling and Reading
    Permission required.
  • HBSK 8902 - Dissertation advisement: Schooling and Reading
    Permission required. Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For more information please see section on continuous registration for Ed.D. degree.
  • HBSN 5043 - Advanced Research Methods: Literature Review and Critique
    This online course builds on introductory research methods courses to enhance the students' abilities to design research, to interpret research findings, to critique research reports, and to write the review of literature for their dissertation proposals. Issues affecting the design of research and interpretation of research findings in Nursing Education studies are the specific focus of the course. The literature review will be done in consultation with students’ dissertation advisors.
  • HBSN 5044 - Advanced Research Methods: Literature Review and Critique
    This course builds on introductory research methods courses to enhance the students' abilities to design research, to interpret research findings, to critique research reports, and to write the review of literature for their dissertation proposals. Issues affecting the design of research and interpretation of research findings in Nursing Education studies are the specific focus of the course. The literature review will be done in consultation with students’ dissertation advisors.
  • HBSN 6000 - Nursing Knowledge in Nursing Education
    This course introduces students to major theoretical perspectives on student learning and nursing education/practice/research and how this body of knowledge can be used to guide educational policies and practices in nursing education to promote student learning and development.
  • HBSN 6030 - Curriculum Development in Nursing Education
    This course explores the essential structures, components, and factors of curriculum development pertaining to nursing education. Concentration will be on the curriculum development process.
  • HBSN 6040 - Teaching and Learning Strategies in Nursing Education
    This course explores associations of key aspects of learning development to educational interventions in higher education.
  • HBSN 6043 - Innovations in Nursing Education
    This course examines innovations in education that support and promote a culture of active teaching and learning. Use of technologies in nursing education will be a focus. Evidence-based teaching strategies will be identified for use in the classroom and clinical settings.
  • HBSN 6044 - Assessment and Evaluation in Nursing Education
    This course examines evaluation methods in nursing within the classroom, laboratory, and clinical setting. Current issues, trends, and research related to educational testing instruments, alternatives to standardized evaluation methods, and outcome measurement in nursing education will be discussed. Students will develop reliable and valid evaluation measures for use in nursing education.
  • HBSN 6045 - Simulation in Nursing Education
    This course explores the teaching strategy of role play, focusing specifically on simulation and its application for both classroom and clinical practice within nursing education. Evidence-based simulation strategies will be explored using active teaching strategies.
  • HBSN 6053 - Clinical Teaching in Nursing Education
    This course investigates best practices in nursing education for planning and developing student-centered clinical activities. A preferred specialty area of nursing practice will be the focus for planning and developing these activities.
  • HBSN 6310 - Practicum I: The Nurse Educator Role
    In this course students will examine and implement the role of the nurse educator in higher education and/or health care organizations
  • HBSN 6320 - Practicum II: Leadership in Nursing Education
    In this course students will examine the role of the nurse educator in relation to broader perspectives of selected higher education and/or health care agencies. Further, students will implement aspects of the nurse educator role in selected academic units, institutions, and in the profession of nursing.
  • HBSN 6540 - Seminar on dissertation design development
    Permission required. Required of all doctoral candidates. Group critique of dissertation proposals; focus on beginning- to intermediate- level aspects of analysis of theory and research design. This course may be repeated as often as necessary until the student is ready for the departmental examination. Once HBSN 6540 is taken, continuous fall/spring enrollment in the course is required until the semester during which the departmental examination is held.
  • HBSN 6541 - Advanced seminar on dissertation design development
    Focus on advanced aspects of research design and method.
  • HBSN 6930 - Independent study in nursing education
    Permission required. Individual guided learning experience at the doctoral level in a selected aspect of nursing education. Topic agreed upon between student and faculty.
  • HBSN 6940 - Independent study in nursing research
    Permission required. Allows student to contract with individual faculty member for research-related work in a defined area of study.
  • HBSN 7500 - Dissertation seminar in nursing
    Permission required. The departmental examination, involving presentation of dissertation proposal for faculty approval. This course is required of all certified doctoral candidates and may be taken only once.
  • HBSN 8900 - Dissertation advisement in nursing
    Individual advisement on doctoral dissertation following completion of all course-work. Fee to equal 3 points at current tuition rate for each term. See catalog on continuous registration requirements for Ed.D. degree.
  • HBSS 4001 - Health provider communications
    Emphasizes and reviews the importance of effective communications and health literacy in promoting health of diverse communities. Effective communication strategies and approaches that foster self-management and health status are covered.
  • HBSS 4012 - Eating Disorders: Awareness, Prevention, Treatment
    This course is designed to provide students with a comprehensive overview of the epidemiology, pathophysiology, prevention, and treatment of eating disorders. The integration of nutritional, medical, and psychological treatments in outpatient, day treatment, and inpatient settings will be emphasized. Current research findings will be incorporated into course work throughout the semester. Case studies will be utilized to demonstrate clinical management. No prerequisites.
  • HBSS 4100 - Behavior & Social Science Foundations of Health Education
    Determinants of health; relationship between health and human behavior; the role of health education as a strategy in health promotion and disease prevention; selected issues and problems.
  • HBSS 4102 - Principles of epidemiology in health promotion
    Principles and methods of epidemiologic investigation; application of epidemiologic to prevention and and control of disease, using health education.
  • HBSS 4110 - Children and Adolescent Health Issues
    Basic topics in promoting child and adolescent health; relationships between school, family, and community in promoting the health status of school-age children.
  • HBSS 4111 - Addictions and dependencies
    Social-Psychological, cultural, clinical, and pharmacological factors associated with the use of psychoactive drug s and other compulsive behaviors.
  • HBSS 4112 - Social policy and prevention
    Analysis of current national health policy, its social, economic, and political determinants, and implications for health education.
  • HBSS 4113 - Human sexuality education
    Explore human sexuality from a variety of perspectives; explore students' own attitudes about human sexuality and how they affect them personally and professionally; examine methods of teaching and designing sexuality education programs.
  • HBSS 4114 - Competence with Multicultural Populations: Research & Practice
    Health status, needs, and problems of multicultural populations in urban environments and sensitivity to these issues in effective programs.
  • HBSS 4116 - Health Education for Teachers
    This course reviews the critical health issues that affect the well-being of youths today, emphasizing the practical aspects of child health that are mandated for teaching certification, including the following: reporting child abuse; preventing school violence; and promoting respect and dignity for all students. Students who take an online section of this course must also take an additional three-hour in-person workshop to meet the Dignity For All Students Act (DASA) requirement for teacher certification.
  • HBSS 4117 - HIV/AIDS epidemiology and education
    The role of schools, parents, and communities in educating youth about AIDS and human sexuality; review of methods and resource materials for providing such education; consideration of controversial issues surrounding these topics.
  • HBSS 4118 - Principles of Health Related Behavioral and Social Change: Initiation to Maintenance
    The course covers numerous principles to guide health related behavioral change, as well as social change--including on the individual, organizational, national and global levels. Introductory principles are covered that are rooted in theory and techniques for initiating and maintaining change for a variety of addictive and problem behaviors, including a focus on the stages of change, motivational interviewing, and relapse prevention. Additional principles are key to guiding social change, for designing leadership, resolving conflicts, and collaborating with partners on strategies for change.
  • HBSS 4121 - Death education
    Designed to increase awareness/insight of the multidimensional aspects of death, dying, and bereavement. Gain skills as health care professionals in dealing with death, its causes, treatment of life-threatening illness, including AIDS, suicide, and violent death. Explore customs across cultures, afterlife beliefs, near-death experiences, and ethical issues.
  • HBSS 4122 - Women's health
    Explore biologic and environmental influences on women's health risks and disease. Additionally, students will acquire knowledge to evaluate clinical studies in the literature and gain basic understanding of the process of planning and developing women's health promotion programs.
  • HBSS 4123 - Violence Prevention and "All Hazards" Preparedness
    This course covers the nature and prevention of invisible and covert, as well as visible and overt violence, including intrapersonal, interpersonal, family, community, gang, school, societal, and international manifestations.
  • HBSS 4160 - Introduction to Biostatistics For Community Health Education
    This course provides an introduction to the field of biostatistics and the application of statistics to health education and community health data. This course covers the collection, storage, retrieval, analysis, and interpretation of health data; design and analysis of health-related surveys and experiments; concepts essential to statistical data analysis; and the practice of statistical data analysis. Details on hypothesis testing, normality, and types of error are incorporated into several of the lessons. Research methodology (i.e., study design, data collection) and data management skills are also taught. Applications of these concepts to health education and community health data are used throughout the course. The overall goals of this course are to foster a comprehensive understanding of basic data collection and analysis methods used in health education and community health research and to help students become more comfortable working with and managing data in SPSS.
  • HBSS 4161 - Environmental Health
    This course provides an introduction to the field of environmental health, while focusing upon those environmental factors that affect the health of communities - including biological, physical, and chemical factors. The relationship between the natural and built environments on human health are focused upon. In addition, the course incorporates the use of case studies and current peer-reviewed literature in the field of environmental health to promote knowledge acquisition. Health education curriculum and program development processes are incorporated into the course as well.
  • HBSS 4901 - Research and independent study in health education
    Permission required. Research and independent study under faculty direction. Proposals must have prior approval of a faculty member.
  • HBSS 5000 - Health promotion in higher education
    This course will explore the complex issues and challenges facing those working to enhance the quality of student health and student learning at college and universities.
  • HBSS 5040 - Research methods in health and behavior studies I
    Introduction to research, study designs, and data collection methods in research in health and behavior studies, including nursing, nutrition, and health education with emphasis on reading and understanding research literature.
  • HBSS 5110 - Determinants of health behavior
    Theory-based analysis of the cultural, social-psychological, and social-structural determinants of health-related behaviors; implications for planned change at individual, small-group, and community levels.
  • HBSS 5111 - Planning health education programs
    Process of developing social, epidemiological, behavioral, and educational diagnoses; principles of planning, implementing, and evaluating health education interventions.
  • HBSS 5112 - Social marketing and health communications
    This course provides a detailed study of social marketing and health communication efforts and their role at facilitating behavior changes at both an individual and community-wide level. Students in this course will learn how to use peer-reviewed research and key social marketing principles to develop a comprehensive and effective social marketing campaign; learn how to target health communication efforts towards specific audiences and via varied channels of distribution; understand the role of social media and technology in facilitating/influencing behavior changes; study current examples of successful social marketing initiatives; use data analytic tools to inform changes to a campaign; discuss the ethics surrounding health communication and social marketing efforts. The course incorporates reviews of current research being conducted on social marketing and health communication efforts on a range of health issues and across different communities.
  • HBSS 5113 - Community health analysis and intervention
    Survey and analysis of concepts, issues, strategies, and methods relevant to community health analysis and intervention.
  • HBSS 5408 - Practicum in individual health advisement
    Individual and small group practice in the application of basic principles of counseling in the area of health problems.
  • HBSS 5410 - Practicum in health education
    The course meets requirements of the Council on Education for Public Health (CEPH) by providing an opportunity for students to gain practical skills via field work or internships. This practicum course provides students with a culminating experience that is central to our mission. More specifically, the mission of the M.S. Degree Program in Community Health Education is to address the health of the public through the preparation of specialists in health education who focus on the community as the setting for analysis, assessment, program planning, intervention, evaluation, and research. Varied structures, institutions, organizations, and agencies in the community setting--including schools, hospitals, clinics, worksites, and non-profits--are engaged in collaborative relationships for the purposes of fulfilling the mission. Thus, the practicum course specifically ensures that students have a supervised experience in a community setting where they are engaged in a collaborative relationship with a supervisor, staff, and selected consumers within that setting. The intention is to ensure that M.S. degree students have received well rounded preparation for professional careers as health education specialists through a supervised experience across 180 hours within a setting of their choice; this may be a setting aligned with their goals for professional development and future employment. Of note, M.A. degree students are also welcome to participate in optional fieldwork vis this course.
  • HBSS 5710 - Supervised teaching in health education
    Permission required. Advance registration required in the semester prior to taking the course. Supervised health teaching in a school. Essay required at end of teaching experience.
  • HBSS 5800 - Health Disparities Research Conference
    This two day, spring semester, weekend conference event exposes participants to 1) potentially new knowledge with regard to the variety of evidence-based approaches to reducing health disparities; 2) attitudes/beliefs so multicultural sensitivity/competence begins to replace socially conditioned stereotypes that threaten interpersonal communication/interaction during service delivery/research/teaching; and, 3) skills for deployment of culturally appropriate behaviors that aim to reduce disparities.
  • HBSS 6100 - Program Evaluation
    Theory, methods, and problems of measurement and evaluation; standards for evaluation of health, education, and related social programs; skills in critical evaluation of research and evaluation reports.
  • HBSS 6145 - Health psychology
    Topics include social learning theory, attribution, and attitudes as they apply to health promotion, disease prevention, reactions to illness, and adherence to treatment regimens.
  • HBSS 6510 - Research seminar in health education
    Permission required. Review of research literature, methods, and problems in health education.
  • HBSS 6520 - HBSS 6520: Advanced Seminar for Doctoral Dissertation Data Analysis in Health Education
    This practical hands-on course is designed for doctoral candidates in health education who have dissertation data for analysis. Specifically, this course will 1) provide an overview of data analysis techniques, research methods, and statistical concepts key to the completion of a successful quantitative or mixed-methods dissertation; 2) facilitate data management and analysis skill development via use of SPSS; and 3) provide a forum in which students prepare a series of oral presentations on the results of their data analysis. Topics and skills covered in this course will include managing and organizing data, working with missing data, calculating and interpreting power analyses and effect size, conducting post-hoc tests where appropriate, using qualitative data to support quantitative data findings, and effectively presenting data.
  • HBSS 6901 - Research and independent study in health education
    Permission required. Open to matriculated doctoral students. Research and independent study under faculty direction. Proposals must have prior approval of a faculty member.
  • HBSS 7501 - Dissertation seminar in health education
    Permission required. Open to certified doctoral candidates only. Development and presentation of doctoral dissertation proposals.
  • HBSS 8900 - Dissertation advisement in health education
    Permission required. Doctoral candidates only. Individual advisement on doctoral dissertations.
  • HBSV 4000 - Introduction to nutrition
    (Course is offered to non-majors and to those desiring admission to the Program in Nutrition and to the Dietetic Internship Program.) The course provides an overview of the science of nutrition and its relationship to health promotion and disease prevention. The primary focus is on the essential macro- and micronutrients - their chemical structures, food sources, digestion and absorption, metabolism, storage, and excretion. Students analyze the nutritional quality of their own food intake and develop the knowledge and skills to estimate their daily caloric requirements and nutrient needs using tools such as Dietary Reference Intakes, My Plate, and Dietary Guidelines for Americans.
  • HBSV 4010 - Food, nutrition and behavior
    For nonmajors and majors. A study of physiological, psychological, and socio-cultural factors that affect eating behaviors and the development of individual and cultural food patterns. Topics include the chemical senses and why we like sweet, salt, and fat; self-regulation of what and how much we eat; effect of early experiences with food; food, mind, and behavior; interaction of food and culture through history; cooking and time use trends; meat meanings; psychosocial and cultural factors, and the impact of today’s food environment on food choices.
  • HBSV 4013 - Nutritional ecology
    A course for non-majors and majors. Nutrition and food as viewed from a global, ecological perspective. Topics include food/population problems and food aid, food product development and promotion here and abroad, energy and food relationships, food safety and the changing American diet, organic agriculture and natural food, biotechnology, and other topics as appropriate.
  • HBSV 4014 - Community nutrition
    This course examines and evaluates food assistance and safety net programs in the United States and explores the policies, history, and context that lead to unequal access to healthy food. The course includes broad thought-provoking readings as well as working "on the ground": assessing supermarkets and opportunities for safe walking and biking; volunteering at a food pantry; and visiting an urban agriculture site. Students outside the Program in Nutrition are welcome, with permission from the instructor.
  • HBSV 4150 - Sports nutrition
    For nonmajors only. A practical course designed to assist health professionals give the most accurate and up-to-date information to active people to help them improve health and performance. Integration of principles of nutrition and exercise physiology and application to exercising individuals. Topics for discussion include energy expenditure, fuel substrate metabolism, specific nutrient needs, hydration, and weight issues for exercising individuals and athletes.
  • HBSV 4902 - Research and independent study in nutrition education
    Permission required. Master's degree students undertake research and independent study under the direction of a faculty member.
  • HBSV 5010 - Advanced nutrition I
    In-depth review of current knowledge and research on biochemical and physiological aspects of energy metabolism, carbohydrates, lipids and lipid metabolism, and proteins; regulation of intake and impact on health and disease.
  • HBSV 5011 - Advanced nutrition II
    In-depth review of current knowledge and research on the biochemical and physiological aspects of vitamins, minerals, and phytonutrients; applications to diet.
  • HBSV 5013 - Strategies for nutrition education and health behavior change
    Understanding and application of theoretical frameworks from the behavioral sciences and education to design and deliver food and nutrition education and physical activity promotion to various groups and to facilitate the adoption of healthful behaviors. Includes both didactic and field practice components.
  • HBSV 5014 - Analysis of current literature and research in nutrition
    Critical examination and evaluation of current controversies and issues in nutrition and food. Topics are reviewed and discussed in depth. Students learn how to analyze the medical and layperson literature concerning such topics as dietary fat and disease, calcium and osteoporosis, fruit/vegetables and cancer, weight loss regimens, supplements and alternative therapies.
  • HBSV 5015 - Nutritional epidemiology and assessment
    Study of methods for assessing food and nutrient intake, energy expenditure, and body composition and for evaluating nutritional status of individuals and communities from clinical assessments, dietary intakes, and behavioral evaluation.
  • HBSV 5018 - Nutrition and human development
    This course examines the physiologic changes and nutritional needs during pregnancy, fetal development, infancy, childhood, and adolescence. Special attention is paid to promoting positive pregnancy outcomes for both mother and baby, fetal metabolic programming, breast feeding versus formula feeding, introduction of solid foods to infants, preventing and managing food allergies, coping with picky eating, maintaining a healthy feeding relationship between caregiver and child, promoting nutritional health in children and adolescents, and preventing health and dietary problems (including eating disorders) in children and adolescents.
  • HBSV 5033 - Nutrition care process and medical nutrition therapy I
    Through this 2-course sequence, students gain the knowledge, professional attitudes and skills required to effectively assess and manage the nutritional needs of acutely, critically, and chronically ill individuals. Pathophysiology of disease and resultant nutritional implications are examined through a variety of case studies. The Nutrition Care Process, which includes nutrition screening, assessment, diagnosis, intervention, monitoring, and evaluation, is the tool through which students learn evidence-based adaptation of diets and lifestyles in the therapeutic management of disease. All the while, the course provides a medical vocabulary that enables students to communicate with members of a healthcare team.
  • HBSV 5034 - Nutrition care process and medical nutrition therapy II
    Dr. Sporny. Through this 2-course sequence, students gain the knowledge, professional attitudes and skills required to effectively assess and manage the nutritional needs of acutely, critically, and chronically ill individuals. Pathophysiology of disease and resultant nutritional implications are examined through a variety of case studies. The Nutrition Care Process, which includes nutrition screening, assessment, diagnosis, intervention, monitoring and evaluation, is the tool through which students learn evidence-based adaptation of diets and lifestyles in the therapeutic management of disease. All the while, the course provides a medical vocabulary that enables students to communicate with members of a healthcare team.
  • HBSV 5036 - Nutrition counseling
    This course focuses on providing students with an understanding of client-centered counseling models and practicing a variety of essential skills: nonverbal, active listening, goal assessment, motivational interviewing, and group counseling. Special fee: $20.
  • HBSV 5231 - Extended fieldwork in nutrition and education, nutrition and public health, and nutrition and exercise physiology
    A block of supervised field experience required of all degrees. Fieldwork is taken near completion of coursework.
  • HBSV 5232 - Extended fieldwork in nutrition and education, nutrition and public health, and nutrition and exercise physiology
    A block of supervised field experience required of all degrees. Fieldwork is taken near completion of coursework.
  • HBSV 5233 - Extended fieldwork in nutrition and education, nutrition and public health, and nutrition and exercise physiology
    A block of supervised field experience required of all degrees. Fieldwork is taken near completion of coursework.
  • HBSV 5241 - Dietetic internship in nutrition: Module I
    Internship in service settings in metropolitan New York, Rockland and Westchester counties, and Southern Connecticut. It includes experiences in clinical nutrition, community nutrition, food service management, and research in dietetics. Cumulative experience totals 1200 hours. Malpractice/personal liability insurance, health insurance, lab coat, and physical exam required. Special fee: $150
  • HBSV 5242 - Dietetic internship in nutrition: Module II
    Internship in service settings in metropolitan New York, Rockland and Westchester counties, and Southern Connecticut. It includes experiences in clinical nutrition, community nutrition. food service management, and research in dietetics. Cumulative experience totals 1200 hours. Malpractice/personal liability insurance, health insurance, lab coat, and physical exam required. Special fee: $150
  • HBSV 5243 - Dietetic Internship in nutrition: Research and Independent Practice
    Internship in service settings in metropolitan New York, Rockland and Westchester counties, and Southern Connecticut. It includes experiences in research in dietetics, clinical nutrition, community nutrition, and food service management. Cumulative experience totals 1200 hours. Malpractice/personal liability insurance, health insurance, lab coat, and physical exam required. Special fee: $20
  • HBSV 5244 - Dietetic Internship in nutrition: Internship in food service
    Internship in service settings in metropolitan New York, Rockland and Westchester counties, and Southern Connecticut. It includes experiences in food service management. Cumulative experience totals 200 hours. Malpractice/personal liability insurance, health insurance, lab coat, and physical exam required. Special fee: $20
  • HBSV 5314 - Practicum in sports nutrition
    This course will provide a practical venue for students to apply the knowledge gained through their academic coursework to the real-life situation of individuals and teams in various sports.
  • HBSV 5333 - Practicum Community Service
    Practical experiences in community, food, and nutrition programs.
  • HBSV 5513 - Seminar in nutrition education: Theory and applications
    An in-depth examination of the use of current theories and research in the design, implementation, and evaluation of nutrition education interventions. Course is designed to supplement topics covered in HBSV 5013. Students may register for more than one semester.
  • HBSV 5593 - Nutrition in exercise and sport
    Discussions of interactions between exercise and nutrition as applied to health and fitness. Controversial topics emphasized. Majors in nutrition are eligible to enroll during their second year of study.
  • HBSV 5902 - Guided study in nutrition
    Permission required. Opportunity for advanced students to investigate areas of special interest in nutrition.
  • HBSV 6550 - Research seminar in nutrition
    Required of all Ed.M. and Ed.D. candidates. Discussion of current research issues and student projects. Stu-dents may register for more than one semester.
  • HBSV 6551 - Research seminar in nutrition
    Required of all Ed.M. and Ed.D. candidates. Discussion of current research issues and student projects. Students may register for more than one semester.
  • HBSV 6902 - Research and independent study in nutrition
    Permission required. Open to matriculated doctoral students. Research and independent study under faculty direction.
  • HBSV 7502 - Dissertation seminar in nutrition
    Development of doctoral dissertations and presentation of plans for approval.
  • HBSV 8900 - Dissertation advisement in nutrition
    Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ed.D. degree.
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