Wsi Coursework Definition
HRS 119 Introduction to Health, Human and Rehabilitation Services
This course is an introduction to the theory, practice and systems of health, human and rehabilitation services. The information covered in this course is geared toward students in all majors so that they may become more socially, politically, culturally and humanly aware of the issues that people with disabilities, chronic illnesses and challenging life circumstances experience. This course utilizes social justice frameworks to consider the barriers and inequities faced by individuals typically marginalized, disenfranchised and limited from full participation in society. The history, legislation and mission of health, human and rehabilitation services will be examined along with the major models and theories of helping and providing services in community-based health and human service agencies. Current issues and trends in health, human and rehabilitation service provision are covered with specific attention paid to disability and chronic illness. This course fulfills the social science requirement in the Core Curriculum.
HRS 121 Human Development and Disability Across the Lifespan
This course will cover the basic principles of developmental theories in addition to the major theories of human growth and development. Piaget, Erikson, Bronfenbrenner, Maslow and Kohlberg are some of the theorists studied in this course. Demographic shifts across history are identified with the intent of demonstrating the increased population of individuals living and living longer with chronic illness and disability. Typical development across the lifespan is studied with each stage of life covered from pregnancy and infancy to older adulthood. Disabilities and chronic illnesses common to each stage of life will be studied with discussion of the ways in which the disability and illness experience affects passage through life stages.
HSC 100 Systems Approach to Delivering Health Care in America
How is healthcare delivered, funded and legislated within the United States? What is working and what is not in our current system? This course will address the framework and structure of contemporary healthcare delivery systems in the United States and abroad. Key issues surrounding healthcare legislation, public vs. privatized insurance and the differences with universal healthcare, disparities in access and quality of care, health outcomes in the U.S. and the role of technology in healthcare delivery will all be introduced. Students will gain an appreciation of the complexity of interacting systems that comprise health care delivery today with special attention toward the challenges and opportunities for patient-centered care. Staff/Three credits
HSC 150 Introduction to Public Health
This course provides an overview of the basic principles in Public Health, a field focused on health promotion and disease prevention. Students will learn the concepts and methods for measuring health in populations. Environmental, socio-economic, and behavioral determinants of health will be discussed, as will the role of health care systems, public policy, and government. Students will engage in the public health approach to issues by learning to define the problem, establish the cause, identify mitigating factors, develop evidence-based recommendations for interventions, and use appropriate methods to evaluate the impact of the intervention. supervised setting. The course employs a strengths-based model of intervention while covering specific behavioral interventions aimed at assisting both children and adults to increase and maintain positive and appropriate behaviors. Interventions that are geared toward reducing problematic behaviors and generalizing and promoting positive behaviors that enhance the development, abilities, and choices of children and adults with developmental and behavioral disabilities will be covered. (Spring)
HRS210 Medical Aspects of Chronic Illness and Disability
The goal of this course is to assist students in acquiring an understanding of chronic illness, disability and health impairments. The course provides information about the medical aspects and characteristics of chronic illnesses and disabling conditions along with treatments and interventions aimed at ameliorating the resulting functional limitations. Students will study chronic diseases and disabling conditions that are commonly encountered in health care and rehabilitation service settings. In addition to emphasizing the medical aspects and characteristics, treatment and intervention strategies will be covered. Basic medical terminology will be studied. This course will focus on disease, chronic illness and physical impairments.
HRS / HSC 220 Psycho-social Aspects of Chronic Illness and Disability
This course explores chronic illness and disability in light of its psychological and social impact. Historical and current perspectives on chronic illness and disability are studied. Disability models are presented. The major determinants associated with the psychological adaptation to chronic illness and disability are examined in this course. The impact that chronic illness and disability has on personality development, sexual functioning, family functioning, social functioning and other significant areas of function are covered. The role of gender on psychological adaption to chronic illness and disability is addressed. The course will also study stigma and the attitudes of others toward people with disabilities and severe and chronic health conditions.
BIO 160 Concepts in Biology with Lab (4 credits)
An introductory course required of all science majors that emphasizes major concepts in biological science: structure and function, homeostasis, energetics, perpetuation, and evolution of living organisms. The laboratory will introduce students to the techniques and approaches used in biology. Three lectures and one laboratory period each week. Should be taken by intended science majors in the first year. This course fulfills the Core Curriculum requirement for a science with a lab.
PSY 265 Statistics (or SOC 300 or ECO 115, in consultation with advisor)
This course is an introduction to statistical methods used in behavioral research. The course will cover both inferential and descriptive statistics, with an emphasis on the conceptual understanding of how to use statistics to summarize and evaluate information. This course counts as a second Math course in the Core curriculum.
HSC 310 Evidence-Based Health Care
Evidence-based practice in health care is the synthesis of best available research evidence with current knowledge and clinical experience for health promotion and quality health care services. It is a predominant clinical and administrative consideration for improving health care delivery and practice. While unprecedented developments in the diagnosis, treatment, and long-term management of disease provide the opportunity for longer and healthier lives, access to health care that is most appropriate is too often impeded by ignorance, inequity, and economic constraints. The Institute of Medicine finds this gap “due to our failure to apply the evidence gathered about the medical care that is most effective – a failure related to shortfalls in provider knowledge and accountability, inadequate care coordination and support, lack of insurance, poorly aligned payment incentives, and misplaced patient expectations.” For students who are participants of the US health care system, as patients or prospective providers, understanding the research process and the critical appraisal of research to support the practice implications in health care is imperative. Staff/Three credits
HSC 360 Legal Aspects of Health Care
This course will address relevant legal and ethical issues in current healthcare practice and systems. The course will provide an introduction to a broad scope of legal principles and obligations required by health care professionals and consider the professional ethics involved in modern health care delivery. Primarily, federal health care policies that will impact contemporary health providers in their everyday work will be reviewed. The rights and responsibilities of organizations, health care providers, and patients will be examined. Additionally, contemporary ethical dilemmas will be explored along with developing an understanding of how ethical issues are resolved using ethics committees in modern health systems. Staff/Three credits
HRS 330 Interviewing Techniques
This course is designed to provide students with a thorough understanding of the interview process. A strong emphasis will be placed on developing skills in applying and utilizing specific interviewing skills and techniques in human and rehabilitation service settings. Students will understand the impact of diversity, culture, and individual lifestyles on the helping process. The course will assist students to apply effective interpersonal skills in interviewing and communicating with persons with disabilities, their families, related professionals, and the general public. Client choice and consumer self-direction will be emphasized in interviewing and counseling situations. Students will be taught to incorporate cultural sensitivity into daily practice and interactions with clients. Ethical principles and decision-making will be discussed and practiced. Prerequisites: HRS 119
HSC 450 Internship in Health Sciences
During the final year of the Health Science Program, students complete a required internship experience to gain first-hand experience in an area of interest. Internship experiences may be completed in selected health care work environments, e.g., public health departments, clinics, hospitals, not-for-profit organizations, community health organizations. This course is a field-based, professional opportunity for students to apply the theories, models, knowledge, concepts and strategies learned through their coursework in the Health Sciences. Students apply their classroom and laboratory learning in a health, allied health or health care environment. This internship is an intensely supervised and supported experience as students are supervised by both college faculty and an on-site supervisor. There are three phases to the internship experience: orientation, observation, and performance. Students will complete 200 hours on site during the Fall or Spring semester. Staff/Six credits
Biology Electives – student may choose 2 of the following:
BIO 102 Human Biology in Health and Disease (4 credits)
A course for non-science majors that focuses on selected functional systems of the body, the organs that compose them, and the interactions among them. Special attention will be given to disease processes. In these systems laboratory work (one three-hour session per week) will include studies of physiological concepts at the cellular and systems levels. This course is specially designed for students majoring in Social and Rehabilitation Services or Psychology, or students seeking background for courses in Anthropology and other social sciences. This course fulfills the Core Curriculum requirement for a science with a lab.
BIO 105 Human Heredity
This course presents an introduction to the principles of human genetics. Major topics covered include cell division and the distribution of genetic material, embryonic development and the role of teratogens; Mendel’s experiments, inheritance patterns in human families; the interaction of genes and the environment; the structure and function of DNA; personal genomics; and genetics technologies. An historical approach is used and most genetic principles are introduced by examples from human medical genetics. Two or three integrated lecture-laboratory sessions per week. This course fulfills the Core Curriculum science requirement.
BIO 110 Nutrition
This course will explore the basic principles of human nutrition. Topics to be covered include nutrient classes, nutritional guidelines, nutrition-related diseases, and disparities in access to healthy foods. This course will also cover controversial topics in nutrition such as GMOs and fad dieting. This will be an interactive course that will require students to use the scientific method and will include in-class research, data collection, presentations and discussion. The course will consist of two one-hour-and-fifteen minute integrated lecture/laboratory sessions each week. This course fulfills the Core Curriculum science requirement.
BIO 210 Genetics (4 credits)
A brief survey of Mendelian and cytological genetics with most emphasis placed on recent advances in molecular genetics. Replication, transcription, and translation of the genetic material receive detailed study. Three lectures and one laboratory per week. Prerequisite: BIO 160 and a course in Biology or Chemistry. Should be taken before the Junior year.
BIO 240 Human Anatomy (or discipline specific anatomy for CSD concentration) (4 credits)
Regional anatomy of the mammalian form as evidenced in the dissected domestic cat. Lectures compare the cat with the human body and relate structure to function. Three lectures and one three-hour laboratory period per week. Prerequisite: BIO 160 or equivalent.
BIO 250 Microbiology (4 credits)
Microorganisms, especially bacteria and viruses, are studied with respect to their morphological characteristics, growth and metabolism, genetics and environmental significance. The role of microorganisms as pathogens and the control of microorganisms are also considered. Laboratory techniques include sterilization, isolation, and culturing. Prerequisite: BIO 210.
BIO 340 Molecular and Cellular Biology (4 credits)
This course focuses on the structure and function of the eukaryotic cell. The role of cellular membranes in basic physiological processes is discussed in detail. The physiological roles of the extracellular matrix, the cytoskeleton, and various subcellular structures are also addressed. Finally, the student will be introduced to the processes that govern cellular division and cellular evolution. When possible, the course topics are related to the development of various human maladies, such as cancer and AIDS. The laboratory exposes the students to several classical techniques used in cell biology and to a number of modern methods used by protein chemists and molecular biologists. Prerequisite: BIO 210 or permission of the instructor.
BIO 370 General Physiology (or discipline specific physiology for CSD concentration) (4 credits)
Human and animal physiology, with a comparative approach to the study of muscle contraction; blood circulation and respiration; metabolic and temperature controls; digestion and excretion; and nervous, sensory, and endocrine functions. The laboratory exercises focus on the investigation of basic concepts of animal and human physiology at the cellular and systems levels. Three lectures and one three-hour laboratory period each week. Prerequisites: BIO 240 or permission of instructor.
For the virtual learning environment, see CourseWork Course Management System.
Coursework is work performed by students or trainees for the purpose of learning. Coursework may be specified and assigned by teachers, or by learning guides in self-taught courses. Coursework can encompass a wide range of activities, including practice, experimentation, research, and writing (e.g., dissertations, book reports, and essays). In the case of students at universities, high schools and middle schools, coursework is often graded and the scores are combined with those of separately assessed exams to determine overall course scores. In contrast to exams, students may be allotted several days or weeks to complete coursework, and are often allowed to use text books, notes, and the Internet for research.
In universities, students are usually required to perform coursework to broaden knowledge, enhance research skills, and demonstrate that they can discuss, reason and construct practical outcomes from learned theoretical knowledge. Sometimes coursework is performed by a group so that students can learn both how to work in groups and from each other.
Plagiarism and other problems
Plagiarism and copying can be problematic in graded coursework. Easily accessible websites have given students opportunities to copy ideas and even complete essays, and remain undetected despite measures to detect this. While coursework may give learners the chance to improve their grades, it also provides an opportunity to "cheat the system". Also, there is often controversy regarding the type and amount of help students can receive while performing coursework. In most learning institutions, plagiarism or unreasonable coursework help may lead to coursework disqualification, student expulsion, or both.
- In the UK
Coursework was removed from UK GCSE courses and replaced by "Controlled Assessment", much of which must be completed under exam conditions, without teacher assistance and with access to resources tightly controlled in order to reduce the possibility of cheating. However, this too will shortly be largely removed and replaced by mainly exam-based assessment as part of a general GCSE reform.