IUPUI Campus Bulletin 2022-2023

Health Sciences

• HLSC-H 220 Aging and the Older Person (3 cr.) An introduction to the interdisciplinary study of gerontology as a social, behavioral, and biological science. Other issues to be covered will include participation of older persons in therapeutic recreation and leisure activities and current health issues and patterns of health in the aging process.

• HLSC-G 350 Survey of Programs for Older Adults (3 cr.) An overview of the long-term care industry and the continuum of care, examining various long term care service providers such as nursing facilities, assisted living/retirement centers, adult foster care, and adult day care; critical issues and current trends related to long-term care, quality of life, and life satisfaction in adulthood.

• HLSC-G 370 Psychological Aspects of Aging (3 cr.) Provides a broad overview of adult development and aging with an emphasis on the changes that occur across physical, cognitive, emotional, perceptual, and social domains of functioning. Analysis of the effects of and theoretical approaches of these changes on the occupational, social, and personality adjustment of the aging adult.

• HLSC-G 375 Physical Change & Aging (3 cr.) Provides foundation knowledge of the physical changes that accompany the natural aging process in addition to changes that accompany pathologies and/or disease processes related to the advancement of age. While highlighting general perspectives and theories on aging, the course outlines the usual and expected changes to each system of the body specifically in the years following sexual maturity and throughout adulthood.

• HLSC-G 410 Service-Learning in Geriatrics (3 cr.) Designed to give the student direct work experience in various aging agencies and long-term care institutions. This experiential component allows the student an opportunity to apply his/her newly acquired normative and cognitive skills and knowledge in an actual work setting.

• HLSC-G 450 Seminar in Gerontology (3 cr.) This course provides an interdisciplinary investigation of selected facets of gerontology drawn from biological, behavioral, and social science. Topics covered will include mental health, housing, economics, transportation, preventive health and rehabilitation programs, long-term care insurance, retirement, work/leisure activities, and adult women and health.

• HLSC-H 100 Learning Community Seminar Health Sciences (2 cr.) In this course, as a new student to the IUPUI Campus, you will have the opportunity to discuss and explore a number of resources available to you on the IUPUI Campus. Academically, the course is focused on preparing you for the collegiate experience. You will also have the opportunity to engage in service learning and participate in events designed to expand your understanding and knowledge of the healthcare field.

• HLSC-H 200 Survey of U.S. Health Care Systems (3 cr.) This course will explore the U.S. health care system as it relates to health and rehabilitation services. Discussion will focus on the components of the health care system, how they function, how they support other components, who works in the health care system, how the system is financed, the access to the system, and how the U.S. rehabilitation services compare to other systems in the world.

• HLSC-H 210 Introduction to Rehabilitation (3 cr.) Understanding the historical, philosophical, and organizational context of the rehabilitation profession within the context of the health care delivery system. Based on the premise that understanding of and respect for health professionals is critical for effective functioning as a member of a health care team. Emphasizes expectations of students as beginning health professionals.

• HLSC-H 211 Health Sciences Orientation Seminar (2 cr.) The major purpose of this course is to provide students with information to assist them in becoming acquainted with selected undergraduate and graduate health and rehabilitation science disciplines. Students will obtain information to develop realistic educational and career goals. NOT OPEN TO STUDENTS WHO ENROLLED IN A HEALTH CAREERS LEARNING SEMINAR.

• HLSC-H 220 Aging and the Older Person (3 cr.) This course will explore the U.S. health care system as it relates to health and rehabilitation services. Discussion will focus on the components of the health care system, how it functions, support between components, health care professionals, how the system is financed, access to the system, and how the U.S. rehabilitation services compare to other systems in the world.

• HLSC-H 250 Health and Rehabilitation Systems Across the World (3 cr.) This course presents issues in global health and rehabilitation delivery systems from the viewpoint of many different disciplines with an emphasis on economically less developed countries.

• HLSC-H 264 Disability and Society (3 cr.) Focusing on the psychological, social, political, and economic circumstances of individuals with disabilities in American society and to broaden students' perspectives on disability issues through exposure to the personal accounts and writing of persons with disabilities, examination of professional practices, discussion of public policies, and completion of class projects.

• HLSC-H 475 Career Development for Health Professionals (3 cr.) This course provides an integrative, culminating, experience for Health Sciences students to focus on both career planning and a final academic project. A capstone experience helps students to reflect, synthesize, integrate, and demonstrate mastery of knowledge and skills acquired in the Health Sciences Bachelor of Sciences degree program.

• HLSC-H 361 Health Promotion and Disease Prevention (3 cr.) Understanding the personal, cultural, and environmental factors affecting participation in health promotion and disease prevention activities; examining the application and relevance of the concepts of health, wellness, health promotion, and health education and a wide range of content specific topics in health promotion and disease prevention.

• HLSC-H 362 Legal and Regulatory Aspects in Rehabilitation (3 cr.) Assisting students in the understanding of legal and regulatory challenges faced by rehabilitation professionals, covering legal issues in counseling and case management, and significant rehabilitation-related legislation in the United States from 1917 to the present.

• SHRS-H 363 Ethical Issues in Rehabilitation Services (3 cr.) Examining contemporary ethical/moral considerations in the organization and management of rehabilitation agencies and the delivery of rehabilitation services. Practical applications of ethical principles to the delivery of rehabilitation service and client-provider relationships will be covered. The course will be a combination of lectures, case studies, debates, and guest speakers.

• HLSC-H 365 Diversity Issues in Health and Rehabilitation Services (3 cr.) Designed to prepare students to appreciate diversity and understand the interrelationship of race, gender, culture, and ethnicity and how they affect access and use of health and rehabilitation services.

• HLSC-H 441 Administration and Supervision of Rehabilitation Organizations (3 cr.) Designed to provide an overview of rehabilitation organizations and teach students the foundations of administration, supervision, and coordination of rehabilitation agencies. Discussions will cover the major theories of leadership, management, and organizational communication.

• HLSC-H 442 Research in Health and Rehabilitation Sciences (3 cr.) An introduction to the application of research methods in health and rehabilitation sciences, providing students with an overview of research methods used to collect, analyze, and interpret data, emphasizing the understanding of the application of statistical and research techniques to address problems related to rehabilitation services research.

• HLSC-H 444 Program Implementation in Health & Rehabilitation (3 cr.) An in-depth examination of the concepts associated with health program planning in health and rehabilitation that allows rehabilitation agencies and human/health service delivery programs to meet the needs of their intended population. Topics covered include relevant applications in corporate wellness, education, and other industries. Course emphasis is on conducting a needs assessment, integrating behavior theory and models, planning health promotion programs, and health advocacy.

• HLSC-H 445 Program Evaluation Methods in Rehabilitation (3 cr.) This course will provide a broad overview of the application program evaluation methods in rehabilitation and the strategies used in program evaluation, focusing on scientific principles that may be instrumental in informing policies and programs aimed at improving the health on individuals and communities.

• HLSC-H 480 Independent Study in Health and Rehabilitation (3 cr.) The purpose of this course is to give students the opportunity to do independent study and research in their area of interest. No formal lecture. Permission of Department Chair and instructor supervising the work will be required.

• HLSC-H 495 Health Internship (1-6-6 cr.) This is an experiential learning course where students apply classroom learning in degree-related practical experience under the supervision of a mentoring supervisor and course instructor.

• HLSC-H 510 Trends and Issues in the Health Sciences (3 cr.) A seminar course to review pertinent literature and other sources of information as a basis for discussing trends and issues affect­ing the therapeutic professions and the health care delivery system. 

• HLSC-H 520 Evidence-based Critical Inquiry (3 cr.) Applying evidence-based critical inquiries into clinical practices.

• HLSC-H 540 Patient-Centered Outcomes Research (3 cr.) Explorations of selected patient-centered outcomes evalua­tion methodology and research evidence related to the health professions at an advanced level.

• HLSC-H 541 Administration and Supervision of Rehabilitation Organizations (3 cr.) Designed to expand students' knowledge of administration, supervision, and leadership practice. Students will develop an in-depth understanding of leadership practice in a rehabilitation organization.

• HLSC-H 550 Health and Rehabilitation Systems Across the World (3 cr.) Issues in global health and rehabilitation deliver systems from the viewpoint of many different disciplines with an emphasis on economically less developed countries.

• HLSC-H 551 Health and Rehabilitation Professionals in Developing Countries (3 cr.) The primary purpose of this course is to help students understand the roles and expectations and the scope of training and educational preparation of health and rehabilitation professionals across the world with emphasis on economically less developed countries.

• HLSC-H 552 Seminar in Global Rehabilitation and Health (3 cr.) This course is designed to cover current topics in international management and organization of health and rehabilitation services, governance, ethics, impact of donor organizations, and emerging global primary and public health care issues.

• HLSC-H 560 Survey of Adaptive Rehabilitation Technology (3 cr.) Assisting students in the knowledge/awareness of available high-tech/low-tech equipment or product systems that are used in rehabilitation settings to increase, maintain, or improve functional capabilities of individuals with disabilities, emphasizing the application of clinically-based strategies for determining an individual's need for and acceptance of adaptive technology to improve functional outcomes.

• HLSC-H 562 Psychological Aspects of Disability (3 cr.) P: Medical terminology course or equivalent. Students will review medical terminology and gain an understanding of major disabling conditions, the psychological and vocational aspect of adjustment to disability and chronic long-term illness, and examine psychological and social theories related to disability and chronic illness and Code of Ethics.

• HLSC-H 561 Approaches to Rehabilitation Case Management (3 cr.) Exploring the historical perspective, technological and humanitarian advances, and major issues in the rehabilitation administrative environment; discussing and analyzing the legislative mandates relative to their effects on shaping the administrative environment in rehabilitation; acquiring knowledge of the process and significance of administrative competency in delivering services to rehabilitation consumers.

• HLSC-H 570 Approaches to Rehabilitation Case Management (2-3 cr.) P: SHRS-W 520 and consent of both instructor and research advisor. Instruction and consultation in the preparation of master's thesis proposals, including computer applications for conducting online literature searches, developing an individual bibliographic database, designing an original research project, and devising a sound methodology. Final outcome is a completed thesis proposal for submission to a graduate student's thesis committee. Course is open only to health sciences graduate students pursuing the research/thesis track in their program of study. Students must begin the course with a specific research agenda already approved by their research advisor.

• HLSC-H 594 Administration of Health Sciences Education (3 cr.) Principles of effective organization, supervision, and administration of educational programs in the health sciences.

• HLSC-H 599 Thesis in Health Sciences (3 cr.) Thesis in Health Sciences. Focuses on the data collection, analysis, and writing of the thesis. Can be repeated.

• HLSC-H 600 Project in Health Sciences (3 cr.) Individual investigation in the form of an organized scientific contribution or a comprehensive analysis in a specified area related to the health sciences.

• HLSC-H 625 Diversity Issues in Health and Rehabilitation Services (3 cr.) Designed to prepare students to formulate strategies to address the interrelationship of race, gender, culture, and ethnicity and how they affect access and use of health and rehabilitation services.

• HLSC-H 640 Medical Aspects of Disabilities (3 cr.) The primary emphasis of this survey course is on medically determined aspects of disabling impairments and disabilities. Students will learn the functional limitations associated with major disabling conditions particularly as they relate to the delivery of rehabilitation services. Current trends and methodologies involved in rehabilitation processes will be covered.

• HLSC-H 641 Proposal Writing for Community-Based Rehabilitation Programs (3 cr.) An interactive educational opportunity to develop skills related to fund development in a community rehabilitation setting, providing an overview of the grant development process. Students will research local and national funding sources and learn about traditional and non-traditional sources to develop and maintain community-based rehabilitation programs. Includes guest speakers.

• HLSC-H 642 Practicum in Rehabilitation and Disability (3 cr.) Designed to give students direct work experience in various private and public sector rehabilitation agencies, this experiential component allows the student an opportunity to apply his/her newly acquired normative and cognitive skills and knowledge in an actual work setting.

• HLSC-H 650 Global Perspectives in Nutrition, Health, Disease, and Disability (3 cr.) Major emphasis on global perspectives with specific focus on economically less developed countries, examining existing and emerging issues in international nutrition that influence the health, well-being, and disability and the efficacy and effectiveness of nutritional interventions in the prevention of disease and disability among people living in developing countries.

• HLSC-H 651 International Service-Learning in Rehabilitation (3 cr.) Designed to give students direct experience in the organization and financing of rehabilitation services in other parts of the world, this experiential component allows students to apply their newly acquired normative and cognitive skills and knowledge in an international rehabilitation institution. Students will travel abroad under the supervision of faculty.

• HLSC-H 660 Rehabilitation Theories and Application (3 cr.) This course explores theories common to all rehabilitation therapies and forms a foundation for rehabilitation sciences. Theories such as adaption to disease, cognition, disability, and injury are applied to rehabilitation practice and research design across the life span.

• HLSC-H 661 Theories of Health Promotion and Disease Prevention (3 cr.) This course focuses on the role of health behaviors such as eating nutritious foods, exercising, and avoiding unhealthy habits, in health promotion and disease prevention. A principal concentration will be on health promotion within disabling conditions.

• HLSC-H 662 Health and Rehabilitation Systems Delivery (3 cr.) This course analyses emerging trends in health care systems and delivery associated with rehabilitation. Areas to be covered include organizational infrastructures, finance, public policy, and implications for disparate patient populations.

• HLSC-H 664 The Professoriate for Health and Rehabilitation Professionals (3 cr.) This course explores the professoriate for health and rehabilitation professionals through the framework of academic promotion and tenure. Discussion and assignments will have practical application and cover university systems and structure, assessment and accreditation, and the search, acquisition, and responsibilities (teaching, research, and service) of employment within the professoriate.

• HLSC-H 663 Legal and Regulatory Aspects in Rehabilitation (3 cr.) Assisting students in the understanding of legal and regulatory challenges faced by rehabilitation professionals, covering legal issues in counseling and case management, and significant rehabilitation-related legislation in the United States from 1917 to the present.

• HLSC-H 667 Ethical Issues in Rehabilitation Services (3 cr.) Designed to explore contemporary ethical issues and concerns related to the delivery, organization, and management of rehabilitation services.

• HLSC-H 670 Research Practicum in Health and Rehabilitation Sciences (3-6 cr.) Instructional orientation to research; includes laboratory experience in the student's concentration area. This course may be taken more than once.

• HLSC-H 672 Teaching Practicum in Health and Rehabilitation Sciences (3 cr.) Instructional teaching theories and methodologies to include teaching a unit of instruction in the student's concentration area. NOTE: Any student that has an interest in teaching is advised to incorporate other instructional teaching methodology courses into his/her plan of study. This course may be taken more than once.

• HLSC-H 680 Independent Study in Health and Rehabilitation Sciences (1-4 cr.) A course for students interested in specific interdisciplinary topics in health and rehabilitation sciences.

• HLSC-H 690 Dissertation Proposal in Health & Rehabilitation Sciences (3-9 cr.) Students will submit a written proposal for original scholarly work that makes a significant contribution to research in the field of health and rehabilitation sciences. Proposal to include introduction to topic, literature review, and indication of methodology. This course may be taken more than once.

• HLSC-H 692 Dissertation in Health & Rehabilitation Sciences (3-9 cr.) P: W690 Original scholarly dissertation that makes a significant contribution to the field of health and rehabilitation sciences. Topic to be selected by the student and his/her Research Committee.

• HLSC-H 710 Special Topics in Health & Rehabilitation Science (3 cr.) This course provides students with an opportunity to engage in focused study of a substantive area of health and rehabilitation science directly related to the student's identified area of theoretical and research interest. May be repeated with the permission of the student's advisory committee.

• HLSC-H 799 Master’s Thesis Continuation (1 cr.) Used as continuation credits for completing the master's thesis in a format acceptable to the student's advisory committee, leading to successful defense of the final product. May be repeated for credit.

• HLSC-I 270 Seminar in Global Rehabilitation and Health (3 cr.) This course is designed to cover current topics in international management and organization of health and rehabilitation services, governance, ethics, impact of donor organizations, and emerging global primary and public health care issues.

• HLSC-I 380 Health and Rehabilitation Professionals in Developing Countries (3 cr.) The primary purpose of this course is to help students understand the roles and expectations and the scope of training and educational preparation of health and rehabilitation professionals across the world with emphasis on economically less developed countries.

• HLSC-I 470 International Service-Learning in Rehabilitation (3 cr.) Designed to give students direct experience in the organization and financing of rehabilitation services in other parts of the world, this experiential component allows students to apply their newly acquired normative and cognitive skills and knowledge in an international rehabilitation institution. Students will travel abroad under the supervision of faculty.

• HLSC-R 320 Survey of Adaptive Rehabilitation Technology (3 cr.) Assisting students in the knowledge/awareness of available high-tech/low-tech equipment, or product systems that are used in rehabilitation settings to increase, maintain, or improve functional capabilities of individuals with disabilities, emphasizing the application of clinically-based strategies for determining an individual's need for and acceptance of adaptive technology to improve functional outcomes.

• HLSC-R 330 Approaches to Rehabilitation Case Management (3 cr.) Exploring the historical perspective, technological and humanitarian advances, and major issues in the rehabilitation administrative environment; discussing and analyzing the legislative mandates relative to their effects on shaping the administrative environment in rehabilitation; acquiring knowledge of the process and significance of administrative competency in delivering services to rehabilitation consumers.

• HLSC-R 340 Psychological Aspects of Disability (3 cr.) P: Medical Terminology Course or equivalent. Students will review medical terminology and gain an understanding of major disabling conditions, the psychological and vocational aspect of adjustment to disability and chronic long-term illness, and examine psychological and social theories related to disability and chronic illness and Code of Ethics.

• HLSC-R 420 Proposal Writing for Community-Based Rehabilitation Programs (3 cr.) An interactive educational opportunity to develop skills related to fund development in a community rehabilitation setting, providing an overview of the grant development process. Students will research local and national funding sources and learn about traditional and non-traditional sources to develop and maintain community-based rehabilitation programs. Includes guest speakers.

• HLSC-R 430 Practicum in Rehabilitation and Disability (3 cr.) Designed to give students direct work experience in various private and public sector rehabilitation agencies, this experiential component allows the student an opportunity to apply his/her newly acquired normative and cognitive skills and knowledge in an actual work setting.

• HLSC-R 440 Medical Aspects of Disabilities (3 cr.) The primary emphasis of this survey course is on medically determined aspects of disabling impairments and disabilities. Students will learn the functional limitations associated with major disabling conditions particularly as they relate to the delivery of rehabilitation services. Current trends and methodologies involved in rehabilitation processes will be covered.

Kinesiology

• HPER-A 361 Coaching of Football (2 cr.) Fundamentals of offensive and defensive line and backfield play; technique of forward passing; outstanding rules; offensive plays; and most frequently used defenses.

• HPER-A 362 Coaching of Basketball (2 cr.) Fundamentals of basket shooting, passing, ball handling and footwork; patterns against man-to-man defense, zone defense, and zone pressure defense-full court and half court. Strategy of playing regular season and tournament play. Psychology of coaching.

• HPER-A 363 Coaching of Baseball (2 cr.) Fundamentals of pitching, catching, batting, base running, infield and outfield plan; offensive and defensive strategy; and organization and management.

• HPER-A 370 Coaching of Soccer (2 cr.) Theory and methods of coaching soccer, covering technical, administrative, and organizational aspects of the process. Emphasis on execution of advanced skills and team offense and defense patterns, conditioning the player, and organizing practice sessions.

• HPER-A 483 Principles of Sports Officiating (1 cr.) Topics include such sports as football, baseball, basketball, volleyball, and gymnastics. Ethics of sport officiating: mastery, interpretation, and application of sports rules. Laboratory and classroom experiences.

• HPER-A 484 Interscholastic Athletic Programs (2 cr.) An overview of the operation of athletic programs for men and women on national and state levels. Policies and procedures as they pertain to budget, facilities, eligibility, contest regulations, safety, and current trends.

• KINE-A 642 Internship in Athletics (1-4 cr.) Off-campus professional field experience in school- or agency-situation under qualified supervision. Offered only after completion of course work for Master's degree.

• HPER-C 366 Community Health (3 cr.) Introduction to community health within the public health context. Students will develop an understanding of historical and theoretical foundations of community health and major societal health concerns, explore community health models and programs used to address these concerns, and examine racial/ethnic, cultural, socioeconomic, and related determinants of community health.

• HPER-C 416 Introduction to Health Counseling (3 cr.) P: PSY-B 110 or equivalent. Reviews recent developments in mental health; implications for public health and school health programs; and roles of health educators in supportive listening, crisis intervention, and appropriate counseling and referral strategies for contemporary health issues.

• HPER-D 101 Beginning Ballet (1 cr.) This course is designed for the adult learner in ballet technique. It includes barre work and center combinations that promote strength, flexibility, balance, and coordination. Ballet serves as a foundation for other forms of dance and enhances body posture and carriage.

• HPER-D 110 Beginning Modern Jazz Dance (1 cr.) This course is designed for the adult beginner in modern jazz dance and will be concerned with rigorously training the body in the styles of leading jazz educators. Warm-up exercises and jazz combinations will be performed, and historical, social, and ethnic dance contributions will be examined.

• HPER-D 201 Modern Dance Workshop (1 cr.) A wide variety of movement experiences in technique, movement analysis, movement correctives, and social dance forms.

• HPER-D 202 Intermediate Ballet (1 cr.) This course is a continuation of HPER-D 101 or is for the adult beginner with previous experience in ballet technique. It will cover a technical vocabulary of barre and center work to stimulate both the mind and the body.

• HPER-D 211 Advanced Technique I (2 cr.) P: HPER-E 355 or consent of instructor. Designed to allow the student to develop a higher level of technical proficiency, with an emphasis on the application and analysis of various movement principles as they relate to dance and performance.

• HPER-D 218 Modern Jazz Dance Technique (1 cr.) Instruction in jazz dance technique derived from the styles of Luigi and Gus Giordano; special emphasis on centering, precision and clarity of movement, and coordination and performance skills such as style and visual focus.

• HPER-D 221 Dance Composition I (2 cr.) P: HPER-E 255 or HPER-E 355. Through problem-solving assignments and appropriate dance composition, tools for discovering movement will be developed.

• HPER-D 332 Twentieth Century Concert Dance (3 cr.) Survey of Twentieth Century concert dance history.

• HPER-D 441 Dance Production (2 cr.) Basic orientation to technical theatre, specifically for dance. Production methods from the audition process to producing audio-visual materials and publicity; and utilizing the elements of design in costuming, stage lighting, and make-up are integral components of the course.

• HPER-E 100 Experiences in Physical Activity (1 cr.) Any of a series of courses in new and developing fitness and activity areas.

• HPER-E 102 Group Exercise (1 cr.) A total fitness class that emphasizes cardiorespiratory conditioning, flexibility, muscular endurance, and coordination through rhythmical body movement. S/F grades.

• HPER-E 105 Badminton (1 cr.) Beginning instruction in basic skills and techniques of badminton for singles, doubles, and mixed doubles play. Emphasis on basic skill development, rules, and strategy.

• HPER-E 109 Ballroom and Social Dance (1 cr.) Instruction in the techniques of ballroom dance including fox trot, waltz, cha-cha, tango, rhumba, samba, and fad dances.

• HPER-E 111 Basketball (1 cr.) Instruction in fundamental skills of shooting, passing, ball handling, footwork, basic strategies of offensive and defensive play, and interpretation of rules.

• HPER-E 119 Personal Fitness (1 cr.) Instruction in basic principles of conditioning and fitness. Emphasis on muscular strength, muscular endurance, flexibility, and cardiorespiratory endurance. Designed for students without prior knowledge of conditioning methods.

• HPER-E 121 Conditioning and Weight Training (1 cr.) Instruction in basic principles of conditioning and weight training. Emphasis on muscular strength, muscular endurance, flexibility, and cardiorespiratory endurance.

• HPER-E 127 Fencing (1 cr.) Instruction in guard position, footwork, and basic defensive and offensive skills. Emphasis on fencing with foil and an overview of the sabre.

• HPER-E 130 Army Physical Fitness (2 cr.) Students will learn sound work out techniques and knowledge that will enable them to lead a healthy lifestyle.

• HPER-E 131 Folk and Square Dance (1 cr.) Introduction to folk dance in the United States and other countries. Instruction in fundamentals of movement, basic folk dance techniques, and square-dance patterns in traditional and modern folk dances.

• HPER-E 133 Fitness and Jogging (1 cr.) Beginning instruction in the basic principles of fitness as they apply to a jogging program. Emphasis on cardiorespiratory endurance and flexibility. Basic concepts underlying Dr. Kenneth Cooper's aerobic program included. Course designed for students without prior experience in jogging programs or in aerobics levels I through III.

• HPER-E 135 Golf (1 cr.) Beginning instruction in techniques for putting, chipping, pitching, iron swing, and wood stroke. Course includes rules and etiquette of golf. Students play on par-3 courses. Fee charged.

• HPER-E 137 Gymnastics (1 cr.) Beginning instruction in basic skills and incorporation of basic routines in trampoline, tumbling and vaulting.  Emphasis on events performed by both men and women.  All events will be included.

• HPER-E 148 T'ai Chi Ch'uan (1 cr.) Instruction in basic skills and techniques for beginning level participants in this non-contact martial art. Topics include breathing, centering, postures, and movement sequences.

• HPER-E 151 Self-Defense (1 cr.) Instruction techniques for practical self-defense skills and situations. No uniform required.

• HPER-E 155 Modern Dance (1 cr.) Beginning instruction in modern dance technique, stressing knowledge and application of movement principles essential to dance training.

• HPER-E 168 Swimming-Nonswimmers (1 cr.) Beginning instruction in self-rescue, remedial swimming skills, and several basic strokes. For the student with no swimming skills.

• HPER-E 181 Tennis (1 cr.) Beginning instruction in the fundamental skills of forehand and backhand strokes and serves. Competitive play in women's, men's, and mixed doubles.

• HPER-E 185 Volleyball (1 cr.) Instruction in fundamental skills of power volleyball. Emphasis on overhand serve, bump, set, dig, and spike. Team offensive and defensive strategies included.

• HPER-E 187 Weight Training (2 cr.) Instruction in basic principles and techniques of conditioning through use of free weights. Emphasis on personalized conditioning programs.

• HPER-E 190 Yoga (1 cr.) Introduction to the basic principles and techniques of yoga.

• HPER-E 200 Military Science-Leadership Lab (1-6 cr.) P: Minimum 2.0 GPA, 54 total credits. Conducted at Fort Knox, Kentucky, for six weeks, this course will cover basic military skills and leadership. Students earn 1-6 credits, based on military science basic courses previously taken. Students should not have completed military basic training or Reserve Officer Training Corps (ROTC) basic course.

• HPER-E 205 Badminton-Intermediate (1 cr.) Intermediate instruction in skills and techniques of badminton for singles, doubles and mixed doubles play.  Emphasis on development of skills and strategy.

• HPER-E 219 Weight Control and Exercise (2 cr.) This class will stress the importance of diet and exercise in permanent weight control. Uses dietary behavior modification techniques and an exercise program to achieve a gradual reduction to and maintenance of ideal weight.

• HPER-E 227 Intermediate Fencing (1 cr.) P: HPER-E 127 or permission of instructor. Builds upon basic knowledge of fencing.  Instruction of advanced skills and new techniques with an emphasis on the tactical aspect of fencing at a competitive level.

• HPER-E 230 Advanced Army Physical Fitness (2 cr.) P: HPER-E 130 or consent of instructor.

  Continuing along the path to total fitness begun in E130, this course emphasizes the leadership aspect of Army Physical Fitness. Students will lead PT sessions, participate in and lead formation runs, and continue the disciplines regimen begun in E130.

   

   

• HPER-E 248 Intermediate T'ai Chi Ch'uan (1 cr.) P: HPER-E 148 or consent of instructor. This intermediate course examines the everyday practice of t'ai chi ch'uan. Course presents refinement of William C. C. Chen's 60 movement form, da lu, and push-hands. Provides examples of neutralizing, throwing, striking, and strategic/philosophic concepts.

• HPER-E 255 Modern Dance-Intermediate (1 cr.) P: HPER-E 155 or consent of instructor. Intermediate modern dance technique stressing knowledge and application of movement principles essential to dance training.

• HPER-E 260 Karate-Intermediate (1 cr.) P: Yellow belt technical level or consent of instructor. Instruction in advanced applications of basic techniques and free fighting. Students should achieve technical level of green belt. Karate uniform required.

• HPER-E 268 Swimming-Intermediate (1 cr.) Instruction designed to help the less-skilled swimmer master the five basic strokes and be proficient in self-rescue and basic rescue skills.

• HPER-E 270 Introduction to Scientific Scuba (2 cr.) Introduction to scuba diving. Emphasis on safety and avoidance of potential dangers. A non-certification course.

• HPER-E 281 Tennis-Intermediate (1 cr.) Instruction in spin service, volley, lob, and advanced drive placement. Emphasis on singles and doubles playing strategies.

• HPER-E 290 Yoga II (1 cr.) P: HPER-E 190 or equivalent. Intermediate yoga builds upon material presented in HPER-E 190 Beginning Yoga.  The class will continue an emphasis on breath and release work through yoga, including variations on familiar asanas, continued explorations of the body systems, and deeper understanding of the health benefits of this practice.  The energizing and strengthening value of standing poses will also be featured.  Grading is based on attendance, effort and the completion of out-of-class written assignments.

• HPER-E 355 Modern Dance I-Advanced (1 cr.) P: HPER-E 255 or consent of instructor. Advanced techniques in modern dance with emphasis on performance of movement patterns and individual creative work.

• HPER-E 356 Modern Dance II-Advanced (1 cr.) P: HPER-E 355. Course may be repeated. Continuation of advanced techniques in modern dance with emphasis on performance of movement patterns and on individual creative work.

• HPER-E 371 Advanced Scuba (1 cr.) P: HPER-E 370 or National Scuba Certification. Course provides students with practical knowledge in advanced scuba. Topics include natural and compass navigation, search and recovery, night or limited visibility, and specialty/deep-diving knowledge.

• HPER-E 477 Water Safety Instructor (2 cr.) Instruction prepares students to teach American Red Cross swimming and water safety courses to infants/parents, preschoolers/parents, youths and adults. Includes safety course for swim coaches. Students meeting written and skill criteria earn American Red Cross Water Safety Instructor certificate.

• HPER-F 255 Human Sexuality (3 cr.) Survey of the dynamics of human sexuality; identification and examination of basic issues in human sexuality as they relate to the larger society.

• HPER-F 258 Marriage and Family Interaction (3 cr.) Basic personal and social factors that influence the achievement of satisfying marriage and family experiences.

• HPER-H 160 First Aid and Emergency Care (3 cr.) This course will prepare you to recognize and care for a variety of first aid, breathing, and cardiac emergencies involving adults, children, and infants. The course meets OSHA/workplace requirements and prepares students to provide emergency skills aligned with health care and sports professions.

• HPER-H 180 Stress Prevention and Management (3 cr.) This course is designed to help students learn about the body's reaction to perceived stress, mental and physical factors related to stress, and effective coping techniques to help mitigate causes of stress. Students may acquire several stress management techniques that include diaphragmatic breathing, visualization, meditation, and progressive muscular relaxation.

• HPER-H 195 Principles and Applications of Lifestyle Wellness (3 cr.) This course will increase an awareness of and provide instruction pertaining to lifestyle wellness. The student will be challenged to make healthy lifestyle choices. The course incorporates all dimensions of wellness including: physical, emotional, environmental, intellectual, occupational, social, and spiritual.

• HPER-H 263 Personal Health (3 cr.) This survey course provides a theoretical and practical treatment of the concepts of disease prevention and health promotion. Covers such topics as emotional health; aging and death; alcohol, tobacco, and drug abuse; physical fitness; nutrition and dieting; consumer health; chronic and communicable diseases; safety; and environmental health.

• HPER-H 305 Women's Health (3 cr.) Examines the relationship of women to health and health care. Five dimensions of health: physical, mental, emotional, social, and spiritual provide a framework for comparison and contrast of health concerns unique to women and common to both sexes at all ages.

• HPER-H 315 Consumer Health (3 cr.) This course provides students with (1) a model for making informed consumer health-related decisions; (2) current information involving consumer-related topics, emphasizing necessity of current information for making informed decisions; (3) mechanisms for continued consumer awareness and protection, i.e., sources of accurate consumer information and lists of consumer information and protection agencies.

• HPER-H 317 Topical Seminar in Health Education (3 cr.) The topical seminars will relate to current issues in the field of health education.

• HPER-H 318 Drug Use in American Society (3 cr.) An interdisciplinary approach to the study of drug use in American society. The course will examine the effects of alcohol, tobacco, and illicit drugs on the physical, mental, and social health of the individual.

• HPER-H 350 Complementary and Alternative Approaches to Health (3 cr.) This course will discuss traditional health practices including complementary and alternative therapies. Discussion and activities will emphasize enhancing awareness of these therapies as part of a healthy lifestyle. Therapies may include: acupressure, acupuncture, aromatherapy, chiropractic, herbology, homeopathy, bodywork and massage therapies, meditation, mind/body healing, and naturopathy. Focus will be placed on a greater understanding of these practices their history, and regulation, effectiveness, and safety.

• HPER-H 352 Secondary School Health Curriculum and Strategies (3 cr.) P: Admission to the School of Education Teacher Education Program and HPER-H 205 with grade of S; Junior (56-85 cr.) or Senior (86+ cr.) status. Professional competencies for planning and implementing secondary school curricula based on assessed needs. Effective curriculum characteristics, content standards, instructional strategies, curriculum analysis, lesson and unit structures. Preparation of lesson and unit plans.

• HPER-H 363 Personal Health (3 cr.) This survey course provides a theoretical and practical treatment of the concepts of disease prevention and health promotion. Course content includes topics such as emotional health; aging and death; alcohol, tobacco, and drug abuse; physical fitness; nutrition and dieting; consumer health; chronic and communicable diseases; safety; and environmental health.

• HPER-H 366 Health Problems in the Community (3 cr.) Human ecology as it relates to the interaction of social and physical phenomena in the solution of community health problems. Considers the promoting of community health, programs of prevention, environmental health, and health services.

• HPER-H 464 Coordinated School Health Programs (3 cr.) P: Junior (56-85 cr.) or Senior (86+ cr.) status. Focuses on the Whole School, Whole Community, Whole Child (WSCC) model and the Coordinated School Health Program (CSH) model components, and coordination. Includes the relationship of WSCC/CSH to health and education policy. Emphasis on practical application of organizational principles and school health strategies for addressing current student and staff health issues and the impact on K–12 students, teachers, other school personal, families, and communities.

• HPER-H 465 Community Health Education (3 cr.) Addresses the place of the teacher in community health education programs. Considers the need to program, various media and methods that may be employed, and the place of existing agencies in the program.

• HPER-H 510 Organization and Administration of School Health Programs (3 cr.) Consideration of the Coordinated School Health Program (CSHP) as a health promotion model that contributes to both health and education outcomes. Addresses the role and function of CSHP at the national, state, and local levels. Includes strategies for addressing child and adolescent health across multiple program components.

• HPER-H 517 Workshop in Health Education (1-3 cr.) Interesting topics of relevance to individuals in school and public health and related disciplines. Conducted in workshop fashion under the direction of faculty members. Emphasizes practical application, group involvement, and the use of resource personnel. Specific topics vary. May be repeated for credit.

• HPER-K 506 Computer Applications in Physical Education (3 cr.) Hands-on applications in the use of microcomputers as problem-solving tools in physical education. Programming applications and problems in physical education, sport sciences, administration, athletics, and research.

• HPER-K 510 Administrative Theory of Competitive Sport Programs (3 cr.) Organization of high school athletics with reference to national, state, and local control. Staff, program, budget, health and safety, facilities, and other phases of administration.

• HPER-K 511 Legal Issues in the Sport Environment (3 cr.) An introduction to legal principles involved in amateur sport. Constitutional law issues such as athletic eligibility, NCAA due process, gender discrimination, and drug testing. In-depth explanation of tort liability. Contracts in amateur sport settings.

• HPER-K 532 Clinical Biomechanics-Gait (3 cr.) Injury and pathology of the human locomotive system affects our well-being and independence. Lectures, discussions, and laboratory work on the mechanics of human locomotion will focus on the understanding of the complex processes involved in able-bodied and pathological gaits. Case studies are used to link observable/measurable behavior to pathology and injury.

• HPER-K 533 Advanced Theories of High-Level Performance (3 cr.) An integrative analysis of the physiological, psychological and biomechanical principles, mechanisms and phenomena underlying the acquisition of the capacities and abilities required for high-level physical performance.

• HPER-K 541 Nature and Basis of Motor Skills (3 cr.) An overview of neural mechanisms underlying motor control. Application of neurophysiological principles to human motor performance.

• HPER-K 552 Problems in Adapted Physical Education (3 cr.) A study of problems as they relate to philosophy, procedures, and practices in adapted physical education.

• HPER-K 572 The Physical Education Curriculum (3 cr.) Designs for developing, revising, and evaluating physical education curricula. Alternative modes of curriculum organization. The role of teachers and administrators in the production of curricula.

• HPER-K 576 Measurement and Evaluation in Physical Education (3 cr.) Theory of measurement in physical education, selection and administration of appropriate tests, and interpretation of results by statistical procedures. Project required to apply theory taught.

• HPER-P 271 Individual Sport (1 cr.) Teaching of and participation in sports activities, some of which are not included in other skills courses in the curriculum. Includes badminton, bowling, archery, and golf.

• HPER-P 331 Planning and Operation of Sport Facilities (3 cr.) Introduction to the various methods of planning and operating sport facilities.

• HPER-P 399 Practicum in Adapted Physical Education (1-2 cr.) P: HPER-P 398. A practical learning experience in adapted physical education with children with disabilities. Course may be repeated.

• HPER-P 426 Sales Management in Sports (3 cr.) The application of sales strategies to the sport industry.

• HPER-P 527 Childhood Motor Development (3 cr.) Study of the developmental aspects of human performance, including the processes of growth and motor development from conception to adolescence. Emphasizes research on cognitive, affective, and psychomotor development and their impact on the motor behavior of children.

• HPER-P 540 Recreational Sports Programming Administration (3 cr.) Informal sports, intramural sports, extramural sports, and club sports relevant to their historical development, philosophical foundations, administrative considerations, institutional designs, program techniques and methods, personnel training and management, sport facility development management, public and human relations, legal concerns, psycho-social implications participant's development, and sport programming observations.

• KINE-P 560 Corporate Fitness and Wellness (3 cr.) An overview of preventive and rehabilitative exercise programs, include: 1) types of programs, 2) scope and philosophies of programs, and 3) program offerings. An introduction to: 1) health/fitness evaluation, 2) exercise prescription, and 3) exercise leadership.

• HPER-R 324 Recreational Sports Programming (3 cr.) Junior (56–85 cr.) or Senior (86+ cr.) status. Overview of programmatic elements and techniques in recreational sports. Topics include informal, intramural, club, extramural, and instructional sports programming; values of recreational sports; and terminology and career opportunities in various recreational sport settings.

• HPER-R 423 Visitor Behavior (3 cr.) Examines the theory and findings of visitor and tourism research as it is conducted in such recreation and leisure settings as parks, museums, towns, historic sites, sporting facilities, and resorts. Topics include visitor motivations, expectations, social interactions, and assessment. Students will learn nine techniques for gathering information from and about visitors.

• HPER-R 474 Camping Leadership II (2 cr.) Focuses on direct involvement in the outdoor living experience. The student will be encouraged to develop and apply skills in a variety of outdoor-living activities. Emphasis will be placed on planning, participating in, and evaluating activities from both the participant and leadership viewpoints.

• KINE-T 590 Introduction to Research in Health, Kinesiology, and Recreation (3 cr.) The course objectives are: 1) to introduce graduate students to the use of research as the basis for generating knowledge in areas related to health, kinesiology, and recreation; 2) to introduce students to the importance of research and to give students practice with tools and tasks of research; 3) to introduce students to quantitative and qualitative research methodologies; 4) to assist students in the development of skills in reading, conducting, and understanding research; and 5) to assist students in the development of an understanding of the conceptual foundations of research from which they will be able to: a) critically review and evaluate research, and b) pursue greater understanding of more technical aspects of research through advanced course work in research methodology and statistics.

• KINE-T 591 Interpretation of Data in Health, Kinesiology, and Recreation (3 cr.) An applied approach to the collection, organization, analysis, and interpretation of data pertinent to public health and vital statistics is outlined. The application of statistical and biostatistical methods to public health is explained.

• FN 31300 Principles of Healthy Menu Planning and Food Programs (3 cr.) Basic principles of nutrition as applied to menu planning, food preparation, and recipe modification. Computerized nutrient analysis and preparation laboratories will be used to practice principles of healthier menus and food preparation techniques.

• FN  31500 Fundamentals of Nutrition (3 cr.) P: CHEM-C 101 or BIOL-N 217 or consent of instructor. Basic principles of nutrition and their application in meeting nutritional needs during the life cycle.

• FN 30300 Essentials of Nutrition (3 cr.) Basic nutrition and its application in meeting nutritional needs of all ages.

• FN  33000 Selection and Planning (3 cr.) Diet selection for health maintenance in culturally diverse populations based on current dietary guides with utilization of the computer for diet evaluation.

• KINE-L 135 Learning Community: Physical Education-Exercise Science (1 cr.) Focuses on your personal development specifically as it relates to self-discovery, health and fitness, and school/life balance.  Our enthusiastic instructional team will help you polish your strategies for academic and personal success and introduce you to the campus resources that will support you throughout your college career while you get to know your new colleagues in all four courses.  Classes will be activity-centered and include numerous opportunities for fun and interesting campus and community engagement. This course is structured around the fundamental concepts of belonging, transitioning, and planning that represent the conditions necessary for your success in college and beyond.

• KINE-L 333 Innovation in Leadership and Team Dynamics (3 cr.) This course introduces innovation in team dynamics via a series of collaborative, non-competitive team-building activities. The foundation of the course will be based on understanding and utilizing various personality and strengths assessments. Specific activities will include but are not limited to goal setting, cooperation, communication, decision-making, and problem-solving. This course encompasses variables such as team dynamics, leadership, innovation, resilience, conflict resolution, cultural awareness, and emotional intelligence.

• KINE-N 220 Nutrition for Health (3 cr.) Introduction to nutrients, their uses, and food sources. Application of nutrition principles to personal eating habits for general health; overview of current issues in nutrition.

• KINE-P 157 Teaching Individual and Team Activities (3 cr.) This course is designed to provide physical education teacher education (PETE) majors with performance and teaching competencies in a variety of individual and team activities across grades P–12. There will be an emphasis on instruction and practice in using professional literature (online and in-print) as the basis for teaching decisions. Students will participate in the teaching of peers at IUPUI.

• KINE-P 195 History and Principles of Physical Education (3 cr.) Understanding and interpretation of principles of modern physical education programs. Contributions of historical programs related to development of present-day programs.

• KINE-P 199 Prior Learning Assessment in Kinesiology (1-3 cr.) This course is designated for the adult or returning student in anticipation of earning credit via Prior Learning Assessment (PLA) as defined by, both, IUPUI and the Department of Kinesiology. The structure of this course will prepare the student for the formal assessment to document prior learning, this course does not provide any content.

• KINE-P 200 Microcomputer Applications in Kinesiology (3 cr.) A hands-on introduction to the use of microcomputers as problem-solving tools in physical education. Application programs in word processing, spreadsheets, data management, and graphics applied to specific problems in physical education, athletics, and sports.

• KINE-P 204 Motor Development (3 cr.) The purpose of this course is to provide students the opportunity to develop skills and knowledge related to motor development. Through lecture, discussion, readings, and laboratory activities, students will be exposed to information regarding physical growth, maturation, and aging; motor skill acquisition from infancy through adulthood; perceptual-motor development; physiological changes and exercise over the lifespan; and socio-cultural influences on motor development.

• KINE-P 205 Structural Kinesiology (3 cr.) Overview of basic human body structures and functions appropriate for beginning students in exercise science. Fundamental concepts concerning the interaction of biological and mechanical aspects of the musculoskeletal and neuromuscular structures. Emphasis on the application to the study and teaching of human movement.

• KINE-P 212 Introduction to Exercise Science (3 cr.) An introduction to the science of exercise and human movement. Special topics in exercise physiology, sport biomechanics, sports medicine, and motor integration.

• KINE-P 215 Principles and Practice of Exercise Science (3 cr.) A study of the scientific principles related to physical fitness and the practical application of principles. Students will be involved in setting up, participating in, and evaluating personal fitness activities.

• KINE-P 216 Current Concepts and Applications in Physical Fitness (3 cr.) Part of new fitness core in teacher preparation curriculum; introductory course in fitness prerequisite to upper level course work required by Indiana State Department of Education and NASPE for teacher certification in physical education.

• HPER-P 224 Teaching of Dance Activities (2 cr.) Methods and materials of folk, square, social, and modern dance. Terminology, fundamental skills, selection, and presentation of dances. Emphasis on planning dance units and teaching of dances. Fundamentals of locomotor and non-locomotor skills, as well as experiences in creative movement activities. Instruction in rhythmic movement progressions and development of materials for unit plans.

• KINE-P 246 Performance and Teaching of Cardio and Resistance Training (3 cr.) This course will focus on teaching cardiovascular fitness and resistance training activities in health and fitness settings. These concepts will be covered: basic muscle anatomy, safety and etiquette, proper techniques, equipment options, aerobic fitness, exercise prescription, basic training principles, and lifetime fitness activities (youth through older adults). Emphasis on design, planning, and teaching of these activities.

• KINE-P 258 Performance and Teaching of Activities for Persons with Special Needs (1 cr.) The course will provide the student with basic skills and competencies to modify games and sport activities on the basis of ability. Emphasis on practical application for special populations.

• KINE-P 280 Basic Prevention and Care of Athletic Injuries (2 cr.) An introduction to the principles of injury prevention. Lecture of emergency measures (e.g., fractures, sprains, dislocations and spinal injuries). Skill training and demonstrating in bandaging, taping and splinting techniques emphasized.

• KINE-P 290 Movement Experiences for Preschool and Elementary Children (3 cr.) Provides the student with knowledge of potential outcomes of preschool and elementary school motor development programs, of how to implement such programs, and of appropriate movement experiences for young children. Also provides the student with opportunities for observing and teaching young children in a structured gymnasium setting.

• KINE-P 324 Recreational Sports Programming (3 cr.) Course provides an overview of the programmatic elements and techniques that currently exist in recreational sports. Specific topics include informal, intramural, club, and extramural programming; value of recreational sports; programming techniques; publicity and promotion; facility utilization; equipment concerns; safety; liability; and program observation.

• KINE-P 333 Sport in America-Historical Perspectives (3 cr.) Study of the evolution of sport in the United States within the larger context of historical developments in society; women's sport experiences in relation to the development of sport; and examination of sport as a reflection of American culture from the founding of the colonies to the present.

• KINE-P 373 Resistance Exercise and Sports Conditioning (3 cr.) P: Visit degree map for most updated prerequisite information. Human anatomy or equivalent recommended. This course focuses on progressive resistance exercise and its application in physical conditioning for the competitive athlete, the fitness enthusiast, and various special populations. Topics covered will include basic muscle physiology, kinesiology, musculoskeletal adaptation to resistance exercise, modes of training, muscle-specific exercises, and exercise technique.

• KINE-P 374 Basic Electrocardiography for the Exercise Sciences (2 cr.) P: Visit degree map for most updated prerequisite information. Introduction to the basic concepts, theory, interpretation of electrocardiograms (ECG/EKG), and its uses in fitness programs dealing with health people and cardiac rehabilitation patients.

• KINE-P 390 Growth and Motor Performance of School-Age Youth K–12 (2 cr.) P: Visit degree map for most updated prerequisite information. A study of growth and developmental characteristics of school age youth. Emphasis is placed on motor development and movement performance and the relationship to cognitive and affective behavior. Supervised teaching experiences are an integral part of course.

• HPER-P 391 Biomechanics (3 cr.) P: Visit degree map for most updated prerequisite information. An introduction to the mechanics of human motion. Includes linear and angular kinematics and kinetics in the context of human motion; mechanics of fluids; mechanics of muscles; and analysis of selected sports activities.

• KINE-P 392 Sport in American Society (3 cr.) P: Visit degree map for most updated prerequisite information. The purpose of this course is to expose the student to the discipline of sport sociology, to embark on a critical examination of American sport from a social context, and to analyze the interrelationship between sport and American culture. Course organization will include lectures, discussions, videos, guest speakers, and investigative analyses.

• KINE-P 393 Professional Practice Programs in Health, Physical Education and Recreation (3-10 cr.) P: At least sophomore standing, and approval of the instructor and the Office of Professional Practice Programs. The final internship class for the exercise science and fitness management & personal training major. Approval to take the class is required by the Kinesiology Internship Director. This course is designed to provide the student with quality career-related work experience. Evaluation by employer and the kinesiology internship director.

• KINE-P 397 Kinesiology (3 cr.) P: Visit degree map for most updated prerequisite information. Application of facts and principles of anatomy, physiology, and mechanics to problems of teaching physical education skills and activities of daily living.

• KINE-P 398 Adapted Physical Education (3 cr.) P: Visit degree map for most updated prerequisite information. Study of conditions that require physical education programs to be adapted to special needs of individuals. Principles and practices in application of exercises and activities for specific disabling conditions.

• HPER-P 402 Ethics in Sport (3 cr.) A study of the nature of ethics in sport with an emphasis on current application of moral principles and values. The relationship of ethics to social issues in sport, including philosophical and historical perspectives, will be explored.

• HPER-P 403 Theory and Practice of Cardiovascular Fitness (3 cr.) P: Visit degree map for most updated prerequisite information. This course focuses on principles and processes of designing, organizing, and teaching a variety of aerobic training forms. Topics covered include a review of basic exercise principles and how they are used to create modes of aerobic training used in group and individual exercise programs.

• HPER-P 405 Introduction to Sport Psychology (3 cr.) P: Visit degree map for most updated prerequisite information. An overview of the field, including psychological aspects of sport performance, coaching and the relationship of exercise with mental health. Various theoretical orientations will be addressed with an emphasis on empirical research.

• KINE-P 409 Basic Physiology of Exercise (3 cr.) P: Visit degree map for most updated prerequisite information. A survey of human physiology parameters as related to physical exercise and work and the development of physiological fitness factors. Physiological foundations will be considered.

• KINE-P 410 Physical Activity Programming for Individuals with Disabilities and Other Special Populations (3 cr.) P: Visit degree map for most updated prerequisite information. Course focuses on the provision of physical activity programs in community settings for individuals with special needs. Topics include: laws relating to service delivery, conditions which may lead to impairment of ability to participate in physical activity, facility and equipment accessibility, activity modifications, contraindications to activity, and organized disabled sport.

• HPER-P 416 Fitness Management (3 cr.) This course brings business management principles and operational guidelines to the fitness practitioner. Topics include facility management, organizational program operation, member service, health and safety facility standards, finance maintenance, evaluation and planning processes, strategic planning, and facility design.

• KINE-P 417 Physical Activity and Disease: Prevention and Treatment (3 cr.) P: Visit degree map for most updated prerequisite information. Provides an overview of the role of physical activity in the prevention of disease and disability. The causes of common diseases, physiological impact, and treatment side effects of common diseases will be discussed to enable effective exercise prescription within special populations.

• KINE-P 419 Fitness Testing and Interpretation (3 cr.) P: Visit degree map for most updated prerequisite information. Provides practical experience with various fitness testing protocols, basic exercise prescription, and interpretation of fitness data.

• KINE-P 420 Exercise Leadership and Program Design (3 cr.) P: Visit degree map for most updated prerequisite information. The course is designed to be a culminating experience for the fitness specialist student to demonstrate practical application of the theory, techniques, and skills of safe, effective, efficient exercise leadership and program design in a variety of supervised settings with both apparently healthy and special populations. This course serves as a foundation for becoming a qualified candidate for the ACSM Certified Exercise Physiologist national certification.

• KINE-P 421 Special Topics in Physical Education (1-3 cr.) An in-depth study of a selected topic from the many areas that have contributed to the development of physical education in today's world. Topics will vary. Directed to upper-level students with a special interest in the topic presented.

• KINE-P 435 Philosophical Foundations of Coaching (3 cr.) A philosophical approach to coaching for various sports.  Topics include, but are not limited to different coaching styles and strategies, growth and development characteristics, legal issues and liability, pedagogical considerations, coaching relationships, and other issues and problems related to sport.

• KINE-P 443 Internship in Physical Education (3 cr.) The penultimate capstone activity for exercise students. The course is designed to refine and further develop knowledge skills, and competencies for conducting health and fitness screenings, and develop exercise programs for apparently healthy adults. Approval to take the class is required by the kinesiology internship director. Evaluation by the course instructor.

• KINE-P 452 Motor Learning (3 cr.) P: Visit degree map for most updated prerequisite information. An examination of factors that affect the acquisition and performance of motor skills. Topics include perception, psychomotor learning, practice methods, and theories of neuromuscular integration.

• HPER-P 493 Tests and Measurements in Physical Education (3 cr.) P: Visit degree map for most updated prerequisite information. Theory of measurement in physical education, along with selection and administration of appropriate tests, and interpretation of their results by fundamental statistical procedures.

• KINE-P 495 Laboratory Teaching in Physical Education Program (1 cr.) P: Visit degree map for most updated prerequisite information. Prepractice teaching experience. Students assist and help teach activities in the Physical Education Program. Students must have had a course in the teaching of that activity before they are allowed to assist.

• KINE-P 497 Organizational and Curricular Structures of Physical Education K–12 (2 cr.) P: Visit degree map for most updated prerequisite information. Techniques in organization and development of all-grade curriculum in physical education. Development and implementation of extracurricular activities.

• KINE-P 498 Practicum in Physical Education and Athletics (1-3 cr.) A practical learning experience in teaching and/or coaching under the guidance of faculty and supervisor. S/F grades.

• KINE-P 499 Research in Physical Education and Athletics (1-3 cr.) This course is open to junior majors or minors in physical education.

• KINE-R 275 Dynamics of Camp Leadership (3 cr.) Role of counselors in relation to objectives, organization, guidance, leadership skills, and program resources in organized camps.

• KINE-R 470 Professional Field Experience in Recreation (1-3 cr.) Requires consent of instructor. Practical/applied field work in a physical education setting.

• KINE-K 500 Special Topics in Kinesiology (3 cr.) Selected topics in physical education.

• KINE-K 525 Psychological Foundations of Exercise and Sport (3 cr.) Addresses theoretical and empirical aspects of topics including exercise and mental health, anxiety and sport performance, "personology" and sport, overtraining, exercise adherence, and perceived exertion.

• KINE-K 530 Mechanical Analysis of Human Performance (3 cr.) P: ANAT-A 215 or equivalent; PHYS-P 201 recommended. Newtonian mechanics applied to human movement. Analysis of sports techniques.

• KINE-K 535 Physiological Basis of Human Performance (3 cr.) P: PHYS-P 215 or equivalent. A study of physiological changes that occur with exercise. Emphasis on cardiorespiratory, muscular, and biochemical adaptations to training, and how these adaptations affect human performance. Physiological principles are applied to athletic training, adult fitness, weight regulation, and physical therapy.

• KINE-K 542 Neuromuscular Control of Movement (3 cr.) An overview of neural mechanisms underlying motor control. Includes applications of neurophysiological principles to human motor performance.

• KINE-K 543 Cortical Control of Human Movement (3 cr.) This course will focus on the areas of the brain that control voluntary movement. An emphasis will be on the research that has contributed to our understanding of these brain areas. Furthermore, we will talk about techniques used to study the brain and movement.

• KINE-K 553 Physical Activity and Health (3 cr.) Provides an overview of the role of physical activity in the prevention of disease and disability. Explores the health-related consequences of inactivity and discusses interventions designed to increase physical activity within populations. The course will focus on obesity and it's health-related consequences.

• KINE-K 560 Corporate Fitness and Wellness (3 cr.) An overview of preventive and rehabilitative exercise programs, including: 1) types of programs; 2) scope and philosophies of programs; 3) program offerings. An introduction to: 1) health/fitness evaluation, 2) exercise prescription, and 3) exercise leadership.

• KINE-K 562 Exercise Prescription in Health and Disease I (3 cr.) Modification of prescription for metabolic and immune diseases. Topics include disease etiology, pathophysiology, exercise intervention, clinical management, and exercise prescription for hyperlipidemia, obesity, diabetes, stage renal disease, cancer, AIDS, and organ transplantation.

• KINE-K 563 Cardiac Assessment in Exercise Testing (3 cr.) Physiology, assessment techniques and interpretation of basic cardiac rhythm, 12 lead EKG, and adjunctive imaging techniques in clinical exercise testing. Introduction to basic cardiac pharmacology.

• KINE-K 571 Administration of Physical Education (3 cr.) Prepares individuals to assume administrative roles in physical education. Concepts and practices related to the administration of physical education. Procedures for developing and evaluating learning experiences. Aspects of administration pertaining to programming, personnel, facilities, equipment, supplies, safety, and in-service programs.

• KINE-K 593 Physical Ergonomics (3 cr.) This course will focus on ergonomic applications between humans and their environment. An emphasis will be on physical ergonomics applied to present work-day problems. The focus of the course will be understanding the role ergonomics plays in overall work efficiency and also prevention of work-related injuries.

• KINE-K 601 Readings in Kinesiology (1-3 cr.) Graduate GPA of at least 3.0. Guided readings for broadening information about and understanding of the profession.

• KINE-K 602 Independent Study and Research (1-5 cr.) Graduate GPA of at least 3.0. Independent research conducted under the guidance of a graduate faculty member.

• KINE-K 635 Cardiovascular Physiology of Exercise (3 cr.) Advanced principles of cardiovascular physiology with an emphasis on the regulatory mechanisms controlling cardiovascular function at rest and during physical stress.

• KINE-K 638 Biochemical Adaptations to Exercise (3 cr.) This course will focus on biochemical adaptations to various types of exercise, such as endurance training and resistance training. Discussions will highlight classic and newer innovative techniques in this field of study. The class will also address inter-individual differences in response to exercise.

• KINE-K 705 Experimental Laboratory Techniques (3 cr.) This course will focus on the laboratory techniques used in exercise science. The goal is to provide a broad foundation that students will be able to use towards future research in exercise science. An emphasis will be on current techniques with discussion of historical techniques that have built the foundation of exercise science.

• KINE-K 701 Scientific Writing in Exercise Science (3 cr.) This course is delivered in-person and focuses heavily on group discussion of scientific writing principles in the field of exercise science. You will leave with an understanding of the process of writing for exercise science research and will have practiced the writing and editing involved with it. 

• HPER-P 403 Theory and Practice of Cardiovascular Fitness (3 cr.) P: Visit degree map for most updated prerequisite information. This course focuses on principles and processes of designing, organizing, and teaching a variety of aerobic training forms. Topics covered include a review of basic exercise principles and how they are used to create modes of aerobic training used in group and individual exercise programs.

• KINE-K 800 Dissertation Proposal in Kinesiology (3 cr.)

  This course will focus on the design and conduct of research to complete the aims identified in the student’s research proposal. Successful completion of these aims are expected to lead to a written dissertation and a public presentation and defense.

Military Science

• HPER-E 130 Army Physical Fitness (2 cr.) Students will learn sound work out techniques and knowledge that will enable them to lead a healthy lifestyle.

• HPER-E 230 Advanced Army Physical Fitness (2 cr.) Open to all students at IUPUI who are physically able to participate in a fitness class, regardless of whether they are in another military science class. The course emphasizes the development of an individual fitness program and the role of exercise and fitness in one's life. Basic Course and Advanced Course cadets attend sessions for no credit without formally enrolling, in accordance with the Professor of Military Science's Physical Fitness Memorandum. If cadets desire credit for this course, they must formally enroll and pay for the course.

• MIL-G 101 Leadership and Personal Development (1 cr.) Introduces cadets to the personal challenges and competencies that are critical for effective leadership.  Cadets learn how the personal development of life skills such as critical thinking, goal-setting, time management, physical fitness and stress management relate to leadership, officership and the Army profession.  The focus is on developing basic knowledge and comprehension of Army leader attributes and core leader competencies while gaining a big picture understanding of ROTC, its purpose in the Army and its advantages for the student.

• MIL-G 102 Foundations in Leadership (1 cr.) This course provides an overview of leadership fundamentals such as setting direction, problem-solving, listening, presenting briefs, providing feedback and using effective writing skills. Cadets explore dimensions of leadership values, attributes, skills and actions in the context of practical, hands-on and interactive exercises. Leadership labs, physical training sessions, and a weekend field training exercise are optional, but available to those looking for more out of their college experience.

• MIL-G 120 Leadership Lab I (1 cr.) Must be enrolled in an Army ROTC class. Different roles assigned based on level in the program. Learn and practice basic soldiering skills. Build self-confidence, team building and leadership skills that can be applied throughout life. Course meets on most Fridays throughout the semester. Students desiring credit for this course must formally enroll and pay for the course.

• MIL-G 121 Leadership Lab II (1 cr.) Must be enrolled in an Army ROTC class. Different roles assigned based on level in the program. Learn and practice basic soldiering skills. Build self-confidence, team building and leadership skills that can be applied throughout life. Course meets on most Fridays throughout the semester. Students desiring credit for this course must formally enroll and pay for the course.

• MIL-G 201 Innovative Tactical Leadership (2 cr.) This course explores the dimensions of creative and innovative tactical leadership strategies and styles by studying historical case studies and engaging in interactive student exercise. Cadets practice aspects of personal motivation and team building in the context of planning, executing and assessing team exercises. Leadership labs, physical training sessions, and a weekend field training exercise are optional, but available to those looking for more out of their college experience.

• MIL-G 202 Leadership in Changing Environments (2 cr.) This course examines the challenges of leading in complex contemporary operational environments. Dimensions of the cross-cultural challenges of leadership in a constantly changing world are highlighted and applied to practical Army leadership tasks and situations. Leadership labs, physical training sessions, and a weekend field training exercise are optional, but available to those looking for more out of their college experience.

• MIL-G 301 Adaptive Team Leadership (3 cr.) This course challenges cadets to study, practice, and evaluate adaptive leadership skills as they are presented with the demands of the ROTC Leader Development Assessment Course. Challenging scenarios related to small-unit tactical operations are used to develop self-awareness and critical thinking skills. Cadets receive systematic and specific feedback on their leadership abilities. Periodic weekend and Friday leadership labs, physical training sessions, and a weekend field training exercise are mandatory course requirements.

• MIL-G 302 Leadership Under Fire (3 cr.) This course uses increasingly intense situational leadership challenges to build cadet awareness and skills in leading small units. Skills in decision-making, persuading, and motivating team members when "under fire" are explored, evaluated, and developed. Aspects of military operations are reviewed as means of preparing for the ROTC Leader Development Assessment Course. Periodic weekend and Friday leadership labs, physical training sessions, and a weekend field training exercise are mandatory course requirements.

• MIL-G 303 Adaptive Team Leadership (3 cr.) This course challenges cadets to study, practice and evaluate adaptive leadership skills as they are presented with challenging scenarios related to squad tactical operations.  Cadets receive systematic and specific feedback on their leadership attributes and actions.  Based on such feedback, as well as their own self-evaluations, cadets continue to develop their leadership and critical thinking abilities.

• MIL-G 401 Developing Adaptive Leaders (3 cr.) This course develops cadet proficiency in planning, executing, and assessing complex operations, functioning as a member of a staff, and providing leadership performance feedback to subordinates. Cadets are given situational opportunities to assess risk, make ethical decisions, and provide coaching to fellow ROTC cadets. Periodic weekend and Friday leadership labs, physical training sessions, and a weekend field training exercise are mandatory course requirements.

• MIL-G 402 Leadership in a Complex World (3 cr.) This course explores the dynamics of leading in the complex situations of current military operations. Cadets examine differences in customs and courtesies, military law, principles of war, and rules of engagement in the face of international terrorism. Aspects of interacting with non-government organizations, civilians on the battlefield, and host nation support are examined and evaluated. Periodic weekend and Friday leadership labs, physical training sessions, and a weekend field training exercise are mandatory course requirements.

• MIL-G 403 Developing Adaptive Leaders (3 cr.) This course transitions the focus of student learning from being trained, mentored and evaluated as an MSL III Cadet, to learning how to train, mentor and evaluate underclass cadets.  MSL IV Cadets will learn the duties and responsibilities of an Army staff officer and apply the Military Decision Making Process (MDMP), the Army Writing Style and the Army's Training Management and METL Development processes during weekly Training Meetings to plan, execute and assess battalion training events.  Cadets will learn how to safely conduct this training by understanding and employing the Composite Risk Management Process.  MSL IV Cadets will learn how to use the Comprehensive Soldier Fitness (CSF) program to reduce and manage stress.

• MIL-G 404 Leadership in a Complex World (3 cr.) This course explores the dynamics of leading soldiers in Full Spectrum Operations in the Operating Environment (OE).  Cadets examine differences in customs and courtesies, principles of war and rules of engagement in the face of terrorism.  They also explore aspects of interacting with non-government organizations, civilians on the battlefield and host nation support and explore counterinsurgency operations.  Cadets will learn what support services are available to assist soldiers and their families in times of need, such as:  Red Cross, CFC, AER, etc.  MSL IV's will develop and present a battle analysis and participate in a staff ride at an historic military site.

Occupational Therapy-OTD-PP

• SHRS-T 720 Professional Doctoral Seminar I (1 cr.) First of a series of three doctoral seminars during which students articulate their educational goals and monitor their progress toward reaching those goals. The first course in this series will help students identify their strengths and challenges related to their educational, professional, and practice goals. In this course students will plan coursework to meet their goals.

• SHRS-T 725 Professional Doctoral Seminar II (1 cr.) Second in a series of three seminars in which students monitor their educational goals in relationship to the program courses. In this seminar students have the opportunity to adapt the remaining coursework of the program to support their goals. Students update their ePortfolio (or other approved document) to document their progress toward meeting their educational, professional, and clinical goals.

• SHRS-T 750 Advanced Practice Capstone Project Proposal (4 cr.) One of three courses that form the capstone project. The student identifies a capstone project proposal in consultation with the doctoral advisor. The capstone project proposal is composed of the background information and literature that supports the project and detailed description of the project methodology. Capstone topics are chosen based on students' educational, professional, and/or practice goals and range from development of an online course, to systematic review of literature, to an ethnographic study, to secondary analysis of existing data. Students can also participate in faculty research.

• SHRS-T 755 Teaching in Occupational and Rehabilitation Sciences (3 cr.) The main goals for students in this course are 1) to form useful conceptual frameworks for thinking about such issues in post-professional teaching as student learning, teaching methods, and assessment of teaching and learning and 2) to gain practical skills and knowledge for teaching effectively in a post-professional settings.

• SHRS-T 760 Advancements in Occupational Science (3 cr.) Course introduces the student to advancements in occupational science. It also provides students an overview of the literature of occupational science in relation to: 1) emerging trends in inter-professional education and practice; 2) ways of addressing psychological and social well-being in practice and 3) health and participation issues in the occupational therapy practice from all ages and diagnoses, and from traditional areas of practice to emerging areas such as primary care. 

• SHRS-T 770 Applied Translational Research in Occupational Therapy (3 cr.) Course provides the student with the underpinnings needed to translate findings from inter-disciplinary, evidence based healthcare research into practical application. Students apply these findings to practices that affect health outcomes in individual patients and populations. The course goal is to prepare the student to improve health through the application of both occupational therapy and inter-disciplinary research.

• SHRS-T 775 Evidence-Based Practice in Occupational Therapy (3 cr.) Prepares the student to evaluate occupational therapy practice, service, and applied research, and assure that practice is increasingly evidence-based by developing critical thinking skills, critically evaluating the research literature, and follows the tenants of best practice.

• SHRS-T 790 Occupational Science Practicum in Practice, Education, or Leadership and Administration (4 cr.) In consultation with the doctoral advisor, students will engage in a minimum of 60 hours of practicum experience in a setting approved by the student's advisor and that supports their capstone project. This could include a needs assessment, data gathering, student teaching, interviewing, observation, or practical experience in a setting applicable to the student's capstone project.

• SHRS-T 820 Professional Doctoral Seminar III (1 cr.) Third in a series of three courses in which students monitor their educational goals in relationship to the program courses. In this seminar students continue to evaluate their progress toward meeting their educational, professional, and practice goals. At the completion of this course students will have a final Portfolio (or other approved form) that includes the student’s coursework, accomplishments, reports, papers, and all other artifacts that document having reached the student’s educational, professional, and clinical goals.e the student to participate in research, emphasizing the use of technology.

• SHRS-T 850 Advanced Practice Capstone Project Completion & Presentation (4 cr.) For the course the student completes and presents the capstone project. Submission of the completed project for publication is encouraged.

• SHRS-T 860 Leadership & Administration in Occupational Therapy (3 cr.) Course reviews pertinent literature and other sources of information as a basis for discussing best-practice in management and supervision, health policy and administration, leadership, advocacy, and entrepreneurship. Prepares students with leadership and administrative skills to assist in the application of these skills in practice.

Nutrition and Dietetics

• NTRD-N 265 Scientific Foundations of Human Nutrition (3 cr.) Sophomore standing or instructor permission. This course will allow the student to apply the principles of physiology, chemistry, and biology to describe the role of nutrition in the human body and to explore the interrelated and protective role of nutrition in wellness, health promotion, and disease prevention.

• NTRD-N 365 Translating Nutrition: From Theory to Practice (3 cr.) P: One of SHRS-N265, NTRD -N265, HPER-N220, KINE- N220 with a grade of C or better. This course provides students with the knowledge and skills to translate nutrition principles in planning and selecting nutritionally adequate, appetizing, and aesthetically pleasing personalized menus/meal plans with emphasis on sustainability, resource management, and food safety.

• NTRD-N 420 Human Nutrition Through the Lifespan (3 cr.) P: One of SHRS-N265, NTRD-N265, HPER-N220, KINE-N220 with a grade of C or better. The study of nutritional needs during different stages of the human life cycle from pregnancy and lactation through infancy, childhood, adolescence, and adulthood to later maturity, including an introduction to cultural food patterns, principles of nutrition assessment, and agencies offering nutrition services.

• NTRD-N 460 Global Perspectives in Nutrition, Health, Disease, and Disability (3 cr.) Major emphasis on global perspectives with specific focus on economically less developed countries, examining existing and emerging issues in international nutrition that influence the health, well-being, and disability, and the efficacy and effectiveness of nutritional interventions in the prevention of disease and disability among people living in developing countries.

• NTRD-N 500 Nutrition I (3 cr.) Graduate standing, undergraduate course in biological sciences or consent of instructor. This course applies the principles of physiology, chemistry, and biology to describe the role of nutrition in wellness, health promotion, and disease prevention.

• NTRD-N 544 Medical Nutrition Therapy (3 cr.) P: Dietetic internship. Study of physiological and biochemical alterations that occur during disease states and their effect on nutritional requirements and methods of providing nutrients.

• NTRD-N 546 Medical Lectures (1-6 cr.) Lectures by professional staff and invited guests in the health care field.

• NTRD-N 550 Human Nutritional Pathophysiology I (3 cr.) P: B 500, F 503 or BIOL 557, or consent of instructor. An integrated study of the biochemical and physiological aspects of human macronutrient metabolism, with special reference to fundamental nutrition issues including determination of nutrient quality, nutrient interrelationships, and energy balance in the normal human adult and in common clinical problems.

• NTRD-N 552 Human Nutritional Pathophysiology II (3 cr.) P: NTRD-N 550 or consent of instructor. A continuation of SHRS-N 550. An integrated study of the biochemical and physiological aspects of human fluid and micronutrient metabolism with special reference to nutritional pathophysiology involving fluid and micronutrient metabolism.

• NTRD-N 553 Nutrition & the Microbiome (3 cr.) P: NTRD-N 550 or consent of instructor. An integrated study and application of the biochemical and physiological aspects of human and Microbiome macronutrient metabolism with special reference to the Microbiome, gut-brain axis, and immunity; the potential interrelationship between the Microbe and common chronic condition. Required course for Nutrition and Dietetics master students.

• NTRD-N 560 Review of Nutrition Standards (3 cr.) Review of various nutrition standards, including those of the United States, the United Kingdom, Canada, and the World Health Organization. Course includes a review of all cited literature for one of the nutrients listed in the Recommended Dietary Allowances.

• NTRD-N 563 Research Methods in Nutrition and Dietetics (3 cr.) P: Dietetic internship. Study of research methodology utilized in dietetics. Course includes critique of literature and preparation of research proposal.

• NTRD-N 567 Management Issues in Dietetics (1 cr.) P: Dietetic internship. Advanced study in institutional and hospital dietetic management, including personnel, financial, operational, and regulatory issues.

• NTRD-N 570 Pediatric Nutrition I (3 cr.) P: B500, BIOL 557, undergraduate metabolic nutrition course, or consent of instructor. An application of principles of physiology, biochemistry, and nutrition to the specialized nutrient needs and nutritional care of healthy infants, children, and adolescents and those with the most common pediatric conditions, illnesses, or disorders of broad nutritional significance.

• NTRD-N 572 Advanced Pediatric Nutrition (3 cr.) P: NTRD-N 550, NTRD-N 570, or consent of instructor. An application of principles of physiology, biochemistry, and nutrition to the specialized nutrient needs and nutritional care of infants, both preterm and term, and patients with complex pediatric conditions/illnesses that have a significant nutritional component.

• NTRD-N 574 Nutrition Management of High Risk Neonates and Infants (3 cr.) P: NTRD-N 550, NTRD-N 572, or consent of instructor. An application of physiology, biochemistry, and nutrition to the specialized nutrient needs and nutritional care of neonates, both preterm and term, who require intensive care. Discussions will include nutrition management issues related to the infant during hospitalization, at discharge, and in the home environment.

• NTRD-N 576 Leadership Development in Pediatric Nutrition (3 cr.) Requires consent of instructor. This course is an entry-level leadership development series of experiential learning activities, including a leadership development project for post-graduate health care professionals and fellows.

• NTRD-N 590 Dietetic Internship (4-10 cr.) P: Dietetic internship. Supervised clinical experience in clinical and community nutrition and food service systems management. Course meets the requirements of the American Dietetic Association for the postbaccalaureate experience needed for dietetic registration. Previous admission into dietetic internship required. Not applicable to a graduate degree program. May be taken for a maximum of 22 credit hours.

• NTRD-N 591 Seminar in Nutrition and Dietetics (1 cr.) Requires consent of instructor. Exploration of various topics and issues in nutrition. May be repeated for a maximum of 4 credits.

• NTRD-N 593 Topics in Nutrition (1-3 cr.) Requires consent of instructor. Exploration of a selected topic in nutrition at an advanced level. May be repeated once for credit if topics differ.

• NTRD-N 595 Readings in Nutrition (1-3 cr.) Requires consent of instructor. Individualized readings on topics not covered in regular course offerings.

• NTRD-N 596 Clinical Dietetics (1-15 cr.) Clinical study in specialized areas of dietetics. May be taken more than once with the consent of the department for a maximum of 15 credit hours.

• NTRD-N 598 Research in Dietetics (1-9 cr.) Original research as approved by the department.

• NTRD-N 600 Legal and Ethical Issues in Nutrition and Dietetics (3 cr.) Explores the dietetic profession, the Academy of Nutrition and Dietetics (AND), the Accreditation Council for Education in Nutrition and Dietetics (ACEND), the Commission on Dietetic Registration (CDR), and other professional nutrition organizations and their connection to the community at large as it impacts dietetic practice. AND Code of Ethics, legal and professional practice regulations, standards of care, reimbursement, and coding for nutrition service are discussed.

• NTRD-N 640 U.S. Public Health Nutrition (3 cr.) The study of U.S. public health nutrition policies and community-based programs, including diverse U.S. populations, assessment of nutrition status in communities, and population-based nutrition communication. Diet intake methods and surveys used in public health nutrition monitoring and assessment will be explored. The professional role of dietitians and others in developing U.S. policies and interventions such as the WIC program and school nutrition programs are included.

• NTRD-N 670 Nutrition in Pregnancy & Lactation (3 cr.) As a natural part of the female lifecycle, conception, pregnancy, and lactation are unique life stages that lead to the production of human life. The nutritional status of females and males is critical for the development of offspring and successful birth outcomes. This course is an application of physiology, biochemistry, and specialized nutrition during preconception, pregnancy, and lactation.

Occupational Therapy

• ANAT-D 528 Gross Anatomy for Health Professions (5 cr.) This is an introductory course in human gross anatomy designed to introduce the principal concepts, basic structure, and function of the human body. Students will have the opportunity to learn, through dissection and demonstration of human cadaveric specimens, clinical and functional correlates of human anatomy.

• OCTH-T 541 Fundamentals of Occupational Therapy Practice (3 cr.) This course introduces essential skills required of occupational therapists in contemporary clinical practice. Students will learn and apply a variety of skills, including selection and use of medical equipment, transfers, positioning, common precautions, monitoring of vital signs, chart reading, and activity analysis. TEST

• OCTH-T 543 OT Practice: Mental Health (4 cr.) This lecture with lab course will emphasize an occupation-centered approach to support mental health across practice settings for individuals, groups, and populations. Students will receive the basic tools to recognize and assess client and contextual factors related to mental health and treatment planning.  

• OCTH-T 544 OT Practice: Rehabilitation, Disability, and Participation (4 cr.) This lecture and laboratory course focuses on rehabilitation of persons who have deficits in occupational performance due to injuries, illnesses, or other causes, using the occupational therapy process to facilitate return to participation in daily living.

• OCTH-T 545 OT in Health Promotion & Chronic Conditions (3 cr.) This course focuses on the role of occupation in the promotion of health and the prevention of disease and disability. Models of health promotion, wellness, and chronic care management are explored and applied.

• OCTH-T 549 Case-based Seminar I (2 cr.) This is the first of two seminars focused on clinical decision-making. Students are presented with a series of case-based clinical problems coordinated with prior and concurrent coursework. Uses a modified problem-based learning format with emphasis on evidence-based and occupation-focused assessment, treatment planning, and evaluation.

• OCTH-T 557 Group Process and Professional Communication in OT (2 cr.) This course lecture with lab course introduces the principles and concepts of professional communication and group process in occupational therapy practice.

• OTHC-T 558 Management & Supervision in OT (2 cr.) A study of the occupational therapist's role in the management and administration of services in both health and community systems. Payment systems, managerial functions, professional standards, entrepreneurship, marketing, policy, and legal issues are emphasized.

• OCTH-T 559 Measurement & Assessment in OT (3 cr.) This lecture with lab course explores measurement issues in clinical practice. The course will focus on providing students with practical skills that will allow them to locate, select, evaluate and administer assessment and screening instruments.   

• OCTH-T 561 Theory and Reasoning in OT (3 cr.) Conceptualization and synthesis of existing models, frames of reference, paradigms, and theories for occupational therapy practice are examined and applied.

• OCTH-T 567 Applied Research in OT (3 cr.) This lecture with laboratory course prepares students to be competent consumers of research and to design and implement a scholarly project.

• OTHC-T 570 Introduction to Occupational Science & Occupational Therapy (3 cr.) This course will examine the use of occupation as a therapeutic tool through the study of occupation, occupational science, activity analysis, and therapeutic use of self.

• OCTH-T 590 Fieldwork Level I A (1 cr.) Supervised clinical experiences designed to strengthen the ties between didactic courses and preparation for Level II fieldwork experiences.

• OCTH-T 591 Fieldwork Level I B (1 cr.) Supervised clinical experiences in the Indiana University Student Outreach Clinic, a free, student-run clinic that provides health and human services for the uninsured and underserved in the Indianapolis community. This experience is designed to strengthen the ties between didactic courses and preparation Level II fieldwork experiences.

• OCTH-T 643 OT Practice: Children & Youth (4 cr.) This lecture with lab course explores the development and occupational engagement of infants, children, and adolescents while considering the delivery of occupational therapy services to address disruptions in occupational performance, activity engagement, and social participation.

• OCTH-T 645 OT Practice: Older Adults (4 cr.) This course covers disruption of occupational performance caused by age-related decline or diseases and the application of occupational therapy process to promote productive aging. Lectures and lab components address theories, assessments, and treatments to maximize health and quality of life for older adults through facilitation of participation in everyday living.

• OCTH-T 649 Case-based Seminar II (2 cr.) The second of two seminars focused on clinical decision-making. Students are presented with a series of case-based clinical problems coordinated with prior and concurrent coursework. Uses a modified problem-based learning format with emphasis on evidence-based and occupation-focused assessment, treatment planning, and evaluation. Clinical complexity is emphasized in this seminar.

• OCTH-T 650 Orthotics & Physical Agent Modalities in OT (2 cr.) This lecture and laboratory course provides a supervised learning experience in the fabrication of orthoses and application of physical agent modalities as a preparatory methods to optimize occupation and facilitate participation.

• OCTH-T 651 Doctoral Capstone Seminar I: Project development (1 cr.) This is the first course in the doctoral capstone experience and project course series.  This course focuses on the development phase of the capstone.  Students explore ideas, develop their initial doctoral capstone proposals, and begin the process of site selection.

• OCTH-T 655 Technology in OT (3 cr.) This lecture and laboratory course introduces the concepts of positioning, environmental adaptations, computer uses and technologies, assistive devices, and adaptive equipment. Low technology will be a focus; some expansion to high technology will also be discussed.

• OCTH-T 661 OT in Team Based Care (1 cr.) In this course students will explore the basics of team-based care including the integral role of OT. Students will understand team-based care including inter-professional patient visits, goal setting, treatment plans, and discharge planning. Inter-professional learning experiences are embedded within the course.

• OCTH-T 663 Community-Based and Population Focused Practice in OT (3 cr.) Students will develop a proposal for new or expanded community-based occupational therapy services including needs assessment, literature review, mock funding request, program evaluation, and presentation.

• OCTH-T 671 Biomechanics of Human Occupation (3 cr.) This lecture with lab course involves the study and integration of principles of human movement including biomechanical principles and analysis, joint structure and function, muscle physiology, and musculoskeletal function for occupational performance.

• OCTH-T 675 Translational Neuroscience (5 cr.) An inter-professional course in which students acquire a foundational understanding of neuroanatomy, neurophysiology as well as clinical features of the human nervous system and neurologic disorders.

• OCTH-T 690 Fieldwork Level I C (1 cr.) Supervised clinical experiences designed to strengthen the ties between didactic courses and preparation for Level II fieldwork experiences.

• OCTH-T 748 Trauma Informed Practice in OT (1 cr.) In this course the concepts of trauma-sensitive, trauma-informed, and trauma-specific practice will be explored. Students will understand what constitutes individual, community, and historical trauma and integrate knowledge about trauma and resilience into trauma-informed practice in a variety of practice settings.

• OCTH-T 762 OT as Health & Academic Educator (2 cr.) In this course, students will explore the method and practice of teaching and develop skills in creating instructional plans for adult learners in academic and clinical practice settings.

• OCTH-T 767 Evidence-Based Decision Making in OT (3 cr.) An introduction to the skills of integrating best available research, clinical knowledge, and patient values in clinical decision-making is presented. Emphasis is placed on locating, selecting, and critically appraising clinical research to assess its usefulness in guiding clinical decision making in occupational therapy practice.

• OCTH-T 780 Doctoral Capstone Seminar II: Needs Assessment (2 cr.) This is the second course in the doctoral capstone experience and project course series. This course focuses on the planning phase of the capstone. Students finalize their capstone sites, complete a needs assessment, and begin to develop a doctoral capstone proposal.

• OCTH-T 781 Doctoral Capstone Seminar III: Plan Development (2 cr.) This is the third course in the doctoral capstone experience and project course series.  This course focuses on the final planning phase of the capstone prior to the start of the experience.  Students finalize their doctoral capstone individualized project goals and objectives and project evaluation plan.

• OCTH-T 795 Fieldwork Level II A (6 cr.) On-site, supervised, in-depth fieldwork experiences emphasizing delivery of occupational therapy services to establish entry-level competency skills.

• OCTH-T 796 Fieldwork Level II B (6 cr.) On-site, supervised, in-depth fieldwork experiences emphasizing delivery of occupational therapy services to establish entry-level competency skills.

• OCTH-T 830 Leadership Seminar & Capstone Project (1 cr.) In this course, the student finalizes and disseminates a capstone project that demonstrates synthesis of advanced knowledge in a designated practice area. Students will also disseminate a culminating scholarly project and showcase professional artifacts as evidence of their leadership development.

• OCTH-T 860 Leadership, Advocacy, Ethics, & Management in OT (5 cr.) This course examines issues related to ethics, advocacy, and leadership in a variety of practice settings and professional roles. Students will explore opportunities for leadership development in their professional lives.

• OCTH-T 880 Doctoral Capstone Experience (7 cr.) This student-directed 14-week experiential course allows the doctoral student to gain advanced skills through a concentrated experience in an area of interest relevant to occupational therapy practice, education, or research. Under the mentorship of an external site mentor and faculty mentor, students will implement and evaluate an individualized capstone project.

• OCTH-T 881 Advanced Topics in OT : Hand/Upper Extremity Rehab (2 cr.) In this course, students will review and apply current evidence-based practice and clinical concepts in the evaluation, interventions, and assessment of outcomes of various hand and upper extremity conditions frequently encountered in clinical practice.

• OCTH-T 882 Advanced Topics in OT: Pediatrics (2 cr.) This course will focus on advancing pediatric occupational therapy clinical skills and clinical reasoning to evaluate and intervene. Classroom and community-based components will emphasize integration of theoretical constructs and advanced clinical knowledge related to contemporary pediatric practice.

• OCTH-T 883 Advanced Topics in OT: Neurorehabilitation (2 cr.) In this course students will acquire and apply information concerning neurologic diseases and disorders that are common to adult clients evaluated and treated by occupational therapists. Specific standardized assessments, evaluation and treatment strategies, and rehabilitation practices will be addressed pertinent to the occupational performance difficulties associated with a neurologic injury/disease.

• OCTH-T 884 Advanced Topics in OT: Sexuality in OT Rehab (2 cr.) This course will explore theory and framework relative to sexuality, introduce the dimensions of human sexuality, recognize the gap in service provision, identify barriers OT clinicians experience as supported by evidence-based practice, investigate client needs, and explore practical mechanisms and intervention strategies for integrating sexuality into OT practice.

• OCTH-T 721 Leadership & Advocacy  (3 cr.)

  Course reviews pertinent literature and other sources of information as a basis for discussing best-practice in leadership, health policy, advocacy, and entrepreneurship. Prepares students with leadership and advocacy skills to assist in the application of these skills in practice.  

• OCTH-T 750 Advanced Practice Capstone Project Proposal (2 cr.)

  This is the first course in the advanced capstone series.  In this course the student develops a capstone project proposal. The proposal will include the need and literature review to support the project and project methodology including plan for evaluation of the project. Capstone project topics are chosen based on the students’ educational, professional, and/or practice goals.  

• OCTH-T 755 Teaching in Occupational and Rehabilitation Sciences (3 cr.)

  In this course students will gain knowledge of teaching methods and develop skills in creating instructional plans for adult learners in academic and clinical practice settings.  

• OCTH-T 764 Planning & Evaluation (3 cr.)

  This course examines different types of program evaluation, including needs assessment, process evaluation, impact, and outcome evaluation.   

• OCTH-T 765 Introduction to Dissemination & Implementation Science  (3 cr.)

  This course introduces dissemination and implementation science, including approaches and methods used to bridge the gap between research and practice to ensure that evidence is used to inform decisions that will improve the health of individuals and communities.   

• OCTH-T 770  Introduction to Community Engaged Health Research in Occupational Therapy (3 cr.)

  Community-engaged health research (CEHR) examines health related problems within the context and complexities of people’s everyday lives. CEHR involves partnerships between researchers and community members that serve as catalysts for changing policies, programs, and practices with the goal of addressing locally important health related quality of life issues.   

• OCTH-T 790 Advanced Practice Capstone Project Plan (4 cr.)

  This is the second course in the advanced capstone series.  In this course the students finalize their capstone methodology and evaluation plans and adjust as needed. Students move forward with the implementation phase of their capstone projects.    

• OCTH-T 760  Current Issues in Occupational Therapy  (3 cr.)

  This course introduces the student to advancements in the field of occupational therapy and addresses emerging trends in inter-professional education and practice, social well-being in practice, and health and participation issues in occupational therapy practice from all ages and diagnoses, and from traditional areas of practice to emerging areas.   

• OCTH-T 840  Self Directed Unit of Study (3 cr.)

  This independent study course allows students to work with the instructor to determine an individualized plan for acquiring knowledge and skills related to an individualized occupational therapy topic and emerging technology in a specific area of focus.    

• OCTH-T 840 Advanced Practice Capstone Project Completion & Presentation  (3 cr.)

  This is the final course in the advanced capstone series.  In this course the students complete, present, and disseminate their advanced capstone projects.  

• OCTH-T 830 Leadership Seminar & Capstone Project (1 cr.) In this course, the student finalizes and disseminates a capstone project that demonstrates synthesis of advanced knowledge in a designated practice area. Students will also disseminate a culminating scholarly project and showcase professional artifacts as evidence of their leadership development.

Physical Therapy

• ANAT-D 528 Gross Anatomy for Healthcare Professionals (5 cr.) This is an introductory course in human gross anatomy designed to introduce the principal concepts, basic structure, and function of the human body. Students will have the opportunity to learn, through dissection and demonstration of human cadaveric specimens, clinical and functional correlates of human anatomy.

• PTHR-P 501 Case Series Rounds I (1 cr.) A case-series clinical rounds course focusing on problem-based learning, where expert clinicians present real case studies.

• PTHR-P 510 Integrated Clinical Education I (1 cr.) The initial part-time weekly clinical laboratory experience which provides student exposure to clinical physical therapy practice in various patient care settings.

• PTHR-P 511 Clinical Decision Making and Professionalism (2 cr.) An overview of the profession of physical therapy and the professional education process. Includes the role of physical therapy in contemporary health care delivery, the disablement model, and an introduction to the APTA Guide to Practice as components of the clinical reasoning process.

• PTHR-P 513 Functional Anatomy and Clinical Biomechanics (5 cr.) Integration of foundational knowledge of gross anatomy with structure and function of the neuromusculoskeletal system and human motion. Includes the study of the concepts of biomechanics, and joint structure and function as they apply to physical therapy interventions.

• PTHR-P 514 Evidence-Based Critical Inquiry I (2 cr.) Introduction to clinical research methodology and critical interpretation of the professional literature.

• PTHR-P 515 Physical Therapy Examination & Assessment I (3 cr.) First of two courses covering examination, evaluation, and intervention aspects of physical therapy practice. Emphasis is on history taking, systems review, functional examination and intervention, and documentation.

• PTHR-P 520 Clinical Integration II (1 cr.) The second part-time weekly clinical laboratory experience which provides student exposure to clinical physical therapy practice in various patient care settings.

• PTHR-P 524 Cardiopulmonary Practice Patterns (3 cr.) Provides the essential knowledge base for development of exercise prescriptions for well populations and for physical therapy interventions for patients with cardiopulmonary pathologies or dysfunctions.

• PTHR-P 526 Physical Therapy Examination & Assessments II (5 cr.) The second of two courses covering examination, evaluation, and interventional aspects of physical therapy practice. Regional application is emphasized along with corresponding documentation.

• PTHR-P 531 Clinical Physiology, Pathophysiology, & Pharmacology I (6 cr.) This two-part course is designed to provide students with knowledge in normal and abnormal physiology, including an understanding of how cells, tissues, organs, and organ systems work together. The first semester will include four blocks of normal and abnormal physiology and pharmacology for: cellular/neuro, muscle, metabolism, and endocrinology.

• PTHR-P 532 Legal & Ethical Issues in Physical Therapy (2 cr.) Includes essential information related to ethical, legal, and professional practice regulations and standards of care. Interpersonal communication skills for the healthcare environment are also presented.

• PTHR-P 533 Aging and Physical Therapy Practice I (2 cr.) This course teaches concepts related to functional movement and posture from a lifespan perspective and focuses on changes in movement and function as a result of the aging process.

• PTHR-P 534 Introduction to Motor Sciences (2 cr.) Principles and concepts of motor learning and motor control for the development of physical therapy interventions.

• PTHR-P 535 Clinical Physiology, Pathophysiology, & Pharmacology II (6 cr.) This course is a continuation of Clinical Physiology, Pathophysiology, & Pharmacology I. Course content will focus on study of normal and abnormal physiology and pharmacology for the following modules: renal, gastrophysiology, oncology, hematology, endocrine, and metabolic bone diseases.

• PTHR-P 540 Translational Neuroscience (5 cr.) A multidisciplinary consideration of structural, functional, and clinical features of the human nervous system.

• PTHR-P 541 Musculoskeletal Practice Patterns I (4 cr.) Physical therapy management of patients with impaired posture, joint mobility, motor function, and muscle performance. Integrates previous course work involving evaluation and interventions.

• PTHR-P 599 Clinical Education I (3 cr.) Initial full-time clinical experience lasting six weeks. This course will serve as the introduction to clinical integration of physical therapy knowledge and skills. Students will be assigned to specific sites.

• PTHR-P 601 Case Series Rounds II (1 cr.) A case-series clinical rounds course focusing on problem-based learning, where expert clinicians present real case studies.

• PTHR-P 610 Integrated Clinical Education III (2 cr.) The third part-time weekly clinical laboratory experience which provides student exposure to clinical physical therapy practice in various patient care settings.

• PTHR-P 622 Musculoskeletal Practice Patterns II (4 cr.) Physical therapy management of patients with impaired joint mobility, motor function, and muscle performance associated with spinal dysfunction, connective tissue disorders, trauma, and surgical procedures.

• PTHR-P 633 Aging and Physical Therapy Practice II (2 cr.)

  Physical therapy management of individuals with pediatric orthopedic and neurological disorders. Concepts covered will relate to the development of functional movement and posture from a child’s perspective focusing on progress through the developmental process.

• PTHR-P 641 Neurorehabilitation I (4 cr.) Physical therapy management of stroke, spinal cord, and brain injury.

• PTHR-P 642 Neurorehabilitation II (2 cr.) Physical therapy management of individuals with movement disorders, balance/vestibular problems, cerebral palsy, and genetic disorders.

• PTHR-P 643 Psychosocial Dimensions of Physical Therapy Practice (2 cr.) Social, psychological, and behavioral components of patient-therapist interactions are illustrated, including grief, loss, motivation, social support, and cultural influences among diverse patient populations.

• PTHR-P 645 Evidence-Based Critical Inquiry II (2 cr.) Development, approval, and generation of the proposal for the review of the literature related to a specific topic in patient outcomes assessment or other approved area.

• PTHR-P 646 Introduction into Therapeutic Interventions (4 cr.) This course provides an introduction to the theory and application of therapeutic interventions utilized in physical therapist practice. Interventions include: (1) therapeutic exercise testing and prescritption; (2) thermal, acoustic, mechanical, and electrotherapeutic physical agents; and (3) basic concepts of soft tissue massage.

• PTHR-P 650 Integumentary Practice Patterns (2 cr.) The physical therapy management of the integumentary system with special emphasis on physical therapy interventions for burns and various types of wounds.

• PTHR-P 660 Selected Topics in Physical Therapy Practice (3 cr.) Introduction to emerging physical therapy practice patterns in such areas as women’s health, occupational health, chronic metabolic and immunologic diseases, and cognitive and emotional disorders.

• SHRS-P 661 Prosthetic and Orthotic Interventions (2 cr.) Includes both theory and application of orthotic and prosthetic devices and equipment utilized in physical therapy interventions.

• PTHR-P 664 Administration and Management of Physical Therapy Services (3 cr.) The administration and management of physical therapy services in the context of multiple types of healthcare systems.

• PTHR-P 675 Capstone Seminar (1 cr.) Capstone seminar experience integrating classroom and clinical learning. Presentations mentored by clinical and academic faculty will be required.

• PTHR-P 680 Health Promotion and Community Outreach (3 cr.) Essential concepts related to the roles of physical therapists in prevention and in the promotion of health, wellness, and fitness. Course includes application of concepts through service component in selected community agencies.

• PTHR-P 685 Independent Study (1-3 cr.) This course offers students an opportunity to learn from faculty activities by participating in research or teaching labs in an area of interest. The educational objectives and assignments are customized by faculty according to the intent of the learning activity.

• PTHR-P 695 Clinical Education II (3 cr.) Full-time clinical experience of 6 weeks duration, which provides students the opportunity to apply theory and skills in physical therapy interventions with specific patient populations.

• PTHR-P 696 Clinical Education III (4 cr.) Full-time clinical experience of 8 weeks duration, which provides students the opportunity to apply theory and skills in physical therapy interventions with specific patient populations.

• PTHR-P 697 Clinical Education IV (5 cr.) Full-time clinical experience of 10 weeks duration, which provides students the opportunity to apply theory and skills in physical therapy interventions with specific patient populations.

• PTHR-P 699 Clinical Elective (1-3 cr.) Clinical education experience in a student-requested content area which provides students the opportunity to apply theory and skills in physical therapy examination and intervention with patients in a specialized physical therapy clinical practice area.

• PTHR-P 701 Case Series Rounds III (1 cr.) A case-series clinical rounds course focusing on problem-based learning, where expert clinicians present real case studies.

Physician Assistant Studies

• ANAT-D 528 Gross Anatomy for Healthcare Professionals (5 cr.) This is an introductory course in human gross anatomy designed to introduce the principal concepts, basic structure, and function of the human body. Students will have the opportunity to learn, through dissection and demonstration of human cadaveric specimens, clinical and functional correlates of human anatomy.

• MPAS-M 500 Introduction to the PA Profession (3 cr.) This course is primarily lecture style with some guest speakers and group project work. It provides students with an understanding of the history and development of the Physician Assistant (PA) profession and the PA’s role in the health care system. Also explored are issues confronting practicing professionals such as regulations governing practice, credentialing, licensure, malpractice insurance, physician supervision, delegation and prescribing, providing culturally sensitive care, and ethics.

• MPAS-M 501 Clinical Medicine for PA I (9 cr.) The first in a series of three, this course provides Physician Assistant students with the knowledge of a variety of general medical problems encountered in clinical practice. Students learn to evaluate and manage common problems while utilizing and amplifying critical thinking skills and knowledge learned in basic science courses.

• MPAS-M 502 Clinical Medicine for PA II (15 cr.) The second in a series of three, this course provides Physician Assistant students with the knowledge of a variety of general medical problems encountered in clinical practice. Students learn to evaluate and manage common problems while utilizing and amplifying critical thinking skills and knowledge learned in basic science courses.

• MPAS-M 503 Clinical Medicine for PA III (10 cr.) The third in a series of three, this course provides Physician Assistant students with the knowledge of a variety of general medical problems encountered in clinical practice. Students learn to evaluate and manage common problems while utilizing and amplifying critical thinking skills and knowledge learned in basic science courses.

• MPAS-M 504 Clinical Therapeutics (3 cr.) This course is designed to build on students’ knowledge of the general principles of clinical medicine and pharmacology. Lectures will teach how these principles are used to make rational clinical prescribing decisions. Small groups will be formed, and students will be asked to write and oral present assessments and plans over chief complaint topics. Topics covered will include pharmacology, routes of administration, pharmacokinetics, pharmacodynamics, pharmacogenomics, and toxicology, drug classes, disease management, and drug safety and regulation.

• MPAS-M 505 Psychosocial Aspects of Health Care (2 cr.) This course is part of a two-course series on health promotion and disease prevention. This course prepares the Physician Assistant student to recognize social determinants of health and population health considerations and to effectively communicate with individuals regarding health behaviors.

• MPAS-M 506 Health Care Across the Lifespan (3 cr.) This course is part of a two-course series on health promotion and disease prevention. This course prepares the Physician Assistant student to apply the principles of health promotion and disease prevention across the lifecycle.

• MPAS-M 507 Patient Evaluation I (3 cr.) This course prepares the Physician Assistant student to utilize basic interviewing and history-taking skills, perform a complete physical exam including appropriate special tests, and present medical information in both written and oral formats.

• MPAS-M 508 Patient Evaluation II (3 cr.) This course is a continuation of Patient Evaluation I in which students continue to explore the components of the complete physical examination, special testing, and documentation. They will be challenged to refine history taking and written documentation skills, further cultivate critical thinking, and begin to develop oral presentation skills.

• MPAS-M 509 U.S. Health Care: Systems, Policies and Public Health for PA (2 cr.) This course will explore U.S. health care systems and policies. Discussion will focus on policy formation; influencers on policy making (stakeholders and data); health care system operations; the impact policies have on U.S. health care outcomes; and the interaction of national, state, and local policies.

• MPAS-M 510 Introduction to Evidence Based Medicine for PA (2 cr.) To prepare students to search, interpret, and evaluate the medical and scientific literature relevant to patient care based on the concepts of evidence-based medicine; to become familiar with human subject research.

• MPAS-M 531 Clinical Physiology & Pathophysiology I (4 cr.) The purpose of this course is to provide physician assistant students with a knowledge base of human physiology and pathology as a foundation for their clinical practice. This is the first course in a two-course sequence.

• MPAS-M 532 Clinical Physiology & Pathophysiology II (4 cr.) The purpose of this course is to provide physician assistant students with a fundamental knowledge of human physiology and pathology as a foundation for clinical practice. This is the second course in a two course sequence.

• MPAS-M 681 Clinical Rotation: Family Medicine (3 cr.) This is the 4-week Family Medicine Clinical Rotation requirement of the experiential year. This clinical rotation is designed to provide students with a clinical opportunity in Family Medicine under the direct supervision of a qualified preceptor. This rotation introduces students to diverse preventive, emergent, acute, and chronic patient encounters and their complications and impact on patients across the life span.

• MPAS-M 682 Clinical Rotation: Outpatient Medicine (3 cr.) This is the 4-week Outpatient Clinical Rotation requirement of the experiential year. This clinical rotation is designed to provide students with a clinical opportunity in a variety of outpatient medicine opportunities under the direct supervision of a qualified preceptor. This rotation introduces students to diverse preventive, emergent, acute, and chronic patient encounters and their complications, multiple co-morbidities, and impact on patients across the life span.

• MPAS-M 683 Clinical Rotation: Women’s Health (3 cr.) This is the 4-week Women's Health Clinical Rotation requirement of the experiential year. This clinical rotation is designed to provide students with a clinical opportunity in women's health under the direct supervision of a qualified preceptor. This rotation introduces students to diverse preventive, emergent, acute, and chronic patient encounters and their complications and impact on patients across the life span.

• MPAS-M 684 Clinical Rotation: Pediatrics (3 cr.) This is the 4-week Pediatric Clinical Rotation requirement of the experiential year. This clinical rotation is designed to provide students with a clinical opportunity in Pediatric Medicine under the direct supervision of a qualified preceptor. This rotation introduces students to diverse preventive, emergent, acute, and chronic patient encounters and their complications and impact on patients in the pediatric population.

• MPAS-M 685 Clinical Rotation: Surgery (3 cr.) This is the 4-week Surgical Clinical Rotation requirement of the experiential year. This clinical rotation is designed to provide students with a clinical opportunity in general surgery under the direct supervision of a qualified preceptor. This rotation introduces students to diverse pre-operative, intra-operative, and post-operative conditions and their complications and impact on patients across the life span.

• MPAS-M 686 Clinical Rotation: Behavioral Medicine (3 cr.) This is the 4-week Psychiatric Clinical Rotation requirement of the experiential year. This clinical rotation is designed to provide students with a clinical opportunity in psychiatry under the direct supervision of a qualified preceptor. This rotation introduces students to acute and chronic mental health conditions, their complications and impact on patients across the life span.

• MPAS-M 687 Clinical Rotation: Public Health and Community Medicine (3 cr.) This is the 4-week Community Medicine Clinical Rotation requirement of the experiential year. This clinical rotation provides students with a unique opportunity within a Community Medicine Health Center, to maximize the physician/physician assistant collaboration model, to further develop an awareness of and coordination with all health team members, and to experience and participate in the concept of a patient centered medical home. This rotation introduces students to diverse preventive, emergent, acute, and chronic patient encounters, and their complications and impact on patients across the life span, within the underserved population.

• MPAS-M 688 Clinical Rotation: Internal Medicine (3 cr.) This is the 4-week Internal Medicine Clinical Rotation requirement of the experiential year. This clinical rotation is designed to provide students with a clinical opportunity in inpatient medicine, under the direct supervision of a qualified preceptor. This rotation introduces students to diverse preventive, emergent, acute, and chronic patient encounters and their complications and impact on primarily adult and geriatric patients.

• MPAS-M 689 Clinical Rotation: Emergency Medicine (3 cr.) This is the 4-week Emergency Medicine Clinical Rotation requirement of the experiential year. This clinical rotation is designed to provide students with a clinical opportunity in Emergency Medicine under the direct supervision of a qualified preceptor. This rotation introduces students to diverse preventive, emergent, acute, and chronic patient encounters and their complications and impact on patients across the life span.

• MPAS-M 690 Clinical Rotation: Specialty Selective (3 cr.) This is the 4-week Selective Clinical Rotation requirement of the experiential year. This clinical rotation is designed to provide students with a clinical opportunity in any area of specialty medicine or surgery of their choosing, under the direct supervision of a qualified preceptor. This rotation introduces students to diverse emergent, acute, and chronic patient encounters and their complications and impact on primarily adult and geriatric patients.

• MPAS-M 691 Clinical Rotation: Elective (2 cr.) This is a 3-week elective course that allows students to expand the breadth and depth of understanding in medical topic area(s) of interest.

• MPAS-M 692 Clinical Rotation: Elective (2 cr.) This is a 3-week elective course that allows students to expand the breadth and depth of understanding in medical topic area(s) of interest.

• MPAS-M 693 Scholarly Inquiry and Research Project For PA I (1 cr.) This course allows Physician Assistant students to complete a clinically relevant research project under his or her faculty advisor's supervision. Students will identify a clinically oriented question and use the principles of evidence-based critical inquiry to address the question.

• MPAS-M 694 Clinical Skills for PA II (1 cr.) This course is a continuation of the prior clinical skills course. Skills learned are pertinent to physician assistant practice, including phlebotomy, intravenous lines, musculoskeletal special tests, central venous line placement, chest tube insertion and removal, sterile technique, and suturing review.

• MPAS-M 695 Seminar in Physician Assistant Clinical Practice (1 cr.) This course is a continuation of basic practice principles introduced in MPAS-M 500, with more emphasis placed on preparing the clinical PA student for progression of clinical skills and ultimately employment. Students will integrate concepts and knowledge gained from didactic instruction and clinical rotations with emphasis placed on preparation for entering clinical practice. Students will be introduced to various old and new strategies to improve their skills as clinicians related to their integral role on a team to related to enhancing patient-centered care and the PA profession as a whole.

• MPAS-M 698 Concepts in Leadership and Management for PA (1 cr.) This course provides the framework for continuously learning to understand, appreciate, and react to the leadership and management principles necessary to influence and assume leadership positions in the Physician Assistant (PA) profession and clinical practice. Students will examine and critically analyze current theories, management principles, processes, and practices.

• MPAS-M 520 Evidence Based Critical Inquiry (3 cr.) Applying evidence based critical inquiries into clinical practices.

• MPAS-M 699 Remediation for PA (1 cr.) This course is a remediation course for a student who has not successfully completed a non-clinical rotation course with a minimum C final course grade per the policy outlined in the IU Master of Physician Assistant Studies Program Handbook and Policy Manual.

• MPAS-M 696 Clinical Skills for PA I (1 cr.) This course is an introduction to clinical skills pertinent to physician assistant practice, including local anesthesia, suturing, stapling, incision and drainage, hand knot tying, lumbar puncture, ultrasound, thoracentesis, and joint injections.

• MPAS-M 700 Graduate Preparedness as Entry Level PA (2 cr.) This course is a summative portfolio of program-defined competencies and requirements for graduation as an entry-level PA.

• MPAS-M 818 Principles of Medical Pharmacology (3 cr.) This survey of pharmacology will teach the student general principles of drug action. Students will develop an understanding of the basic pharmacokinetic, pharmacodynamic, and pharmacogenetic principles underlying drug therapy; prototypic drugs and their adverse effects; the development of drug dependence and addiction; and an awareness of environmental toxins.

Department of Tourism, Event and Sports Management

• TESM-C 301 Career and Leadership Principles (3 cr.) Focuses on the necessary skills and tools for success in an internship setting as well as principles of career preparation including resumes and interviewing. Examines and practices principles of leadership, teamwork, problem-solving, conflict resolution, and ethical behavior in the context of the workplace, career development, and citizenship.

• TESM-C 387 TCEM Internship (3 cr.) Provides an immersive, hands-on, learning experience in the tourism industry. This independent study course offers opportunities to prepare students for a career in the industry.

• TESM-C 401 TCEM Internship (3 cr.) Provides an immersive, hands-on, learning experience in the tourism industry.  This independent study course offers opportunities to prepare students for a career in the industry.

• TESM-E 104 Principles of Event Management (3 cr.) Provides an introductory approach to planning and organizing events.  Focus is on the operational principles of for-profit and non-profit event types, including sporting, cultural, social, and business.

• TESM-E 210 Special Event Management (3 cr.) Explores in-depth the planning for a myriad of social events such as themed parties, weddings, balls, fundraiser recognition, and entertainment events. Experiential learning via event volunteer work is a component of this course.

• TESM-E 219 Management of Sports Events (3 cr.) Surveys sport event planning on the amateur and professional levels. Discussions and studies entail site selection, logistics, personnel, marketing, economics, and legalities of hosting an event.

• TESM-E 304 Mechanics of Event Planning (3 cr.) Analyzes elements and details relating to organization and execution of events. Students practice and apply principles to a number of topics including budgeting, site selection, marketing, staffing, risk management, design, and evaluation.

• TESM-E 377 Exhibit Marketing (3 cr.) Leads students through every phase of exhibit marketing, from the initial planning stage to implementation and post-show follow-up.

• TESM-E 404 Event Production (3 cr.) Focuses on the creation, management, and execution of events. Students will design an event concept and produce the event.

• TESM-E 471 International Meeting Planning (3 cr.) Explores the organization and production of international corporate business meetings, seminars, incentive trips, and customer events using innovative and cost-effective programs that address changing business needs.

• TESM-E 477 Non Profit Meeting Management (3 cr.) Focuses on basic aspects and skills involved in planning and managing non-profit meetings and conventions.  Examines sequences of events from the conceptual state of the first meeting plan through completion of the event.

• TESM-G 100 Introduction to the Tourism Industry (3 cr.) Introduces the various components of the tourism, events, and hospitality industry. Emphasis is placed on exploring such areas as service, food and beverage operations, lodging, hospitality, events, and attractions.  Students are exposed to different career opportunities available within the diverse scope of the industry.

• TESM-G 110 TESM Learning Community (3 cr.) Provides students with a comprehensive introduction to IUPUI. Topics will focus on skills essential for success, including resources of the university, school, and department, academic planning, discipline-based learning, skill-based learning, service learning, and critical reflection.

• TESM-G 299 Special Topics in Tourism (3 cr.) Investigates tourism trends and themes.  Students will be immersed in topics via experiential learning, case study analysis, independent study, and/or service learning.

• TESM-G 302 Independent Study in Tourism (3 cr.) Industry of research project to be arranged between a student and faculty member geared to individual needs, interests, aptitudes, and desired outcomes. Plans and project outcomes must be approved by an appropriate faculty.

• TESM-G 309 Cruise Line Management (3 cr.) Introduces the cruise line industry and investigates the skills needed to begin a productive career in the specialized travel segment.

• TESM-G 315 Economics of Tourism and Events (3 cr.) Analyzes macro and microeconomic concepts as they apply to the production, distribution, and consumption of tourism-related goods and services. Topics include tourism demand, competition among tourism suppliers, and benefits and costs of tourism development.

• TESM-G 410 Tourism Research (3 cr.) Examines the process of research planning and development with emphasis on goal achievement for tourism and communities. Includes the identification of tourism research problems and application of literature review, data collection, analysis techniques, and interpretation.

• TESM-G 412 Tourism Management Principles (3 cr.) Builds upon the foundation of management through analysis and application in the tourism industry. Topics include strategic planning, risk management, international business, and entrepreneurship. Students will examine principles of non-profit management, social responsibility, and effective management of the workforce.

• TESM-G 472 Global Tourism Seminar (3 cr.) Provides an international perspective on the key issues facing tourism in the global environment.  Includes critical examination of the meaning and scope of tourism; niche tourism markets; environmental, socio-cultural and economic impacts of tourism; political role in tourism; tourism growth management; and tourism trends.

• TCEM-G 499 Event Tourism Analysis (3 cr.) Develops skills in analyzing organizational challenges, formulating and selecting alternatives, and identifying issues inherent in strategy implementation within the event tourism industry.

• TESM-H 105 Lodging Management and Operations (3 cr.) Explores the operations and management of lodging facilities. Topics include type of property, revenue management, and guest services focused on meeting guests' needs and maximizing occupancy. Discussion includes special forms of lodging, such as bed and breakfast facilities, vacation ownerships, and resorts.

• TESM-H 191 Sanitation and Health in Food Service, Lodging and Tourism (3 cr.) The application of sanitary and public health engineering principles to food service and lodging operations.

• TESM-H 205 Facilities Operations (3 cr.) Introduces methods of managing event facilities with a focus on client services, risk management, and event planning across multiple types of venues.

• TESM-H 218 Wines of the World (3 cr.) Discover, appreciate, and use fine wines at the personal or professional level. Wines will be explored alone and in food pairings.

• TESM-H 305 Food and Beverage Operations (3 cr.) Explores management of off-premise and on-premise food and beverage operations. Topics include menu selection, service styles, delivery outlets, safety, and guest/client relations. Experiential learning activity required.

• TESM-H 308 Western European Wines (3 cr.) Reach greater heights of wine comprehension by exploring the tastes and history of Western European wines.

• TESM-H 318 Beer, Wine and Spirits Management (3 cr.) Learn the business of wine, beer and spirits management and apply this knowledge to practical use in the food and beverage service and retail industries.

• TESM-H 328 Beers of the World (3 cr.) Explore the world's great beer styles, including imports and craft beers, as well as beer flavors and off-flavors, the brewing process, ingredients, history, beer, and food pairing, competitions, judging, and more. Sampling and field trips will be required. Students will also be prepared to take the Certified Cicerone exam.

• TCEM-H 371 Convention Sales and Service (3 cr.) Explores convention and facility sales and service. Considers meetings and events pre-planning through post-event evaluation from the supplies perspective. Topics include marketing and advertising a facility property, organizing a sales staff, selling to different markets, and contract/legal issues.

• TESM-H 385 Spirits of the World (3 cr.) Examine a historical, social, and business perspective of spirits and practical experience including product and industry knowledge. Gain an appreciation of each category of spirits both on their own and when paired with food.

• TCEM-H 408 Food and Wine Pairing (3 cr.) Appreciate the subtleties, the nuances, and sheer enjoyment of proper food and wine combinations.

• TESM-S 211 Introduction to Sports Management (3 cr.) An examination of the broad spectrum of career opportunities available in the sport management profession.  Special emphasis on career planning, sport management terminology, and an overview of specific skills and courses required for professional preparation in sport management.

• TESM-S 411 Legal Issues in Sport Settings (3 cr.) An introduction to legal principles involved in sport. Tort liability, including intentional tort, negligence, and product liability. Covers constitutional law issues, particularly as they relate to athletic eligibility, athletes' rights, sex discrimination, and drug testing and discussion of sport contracts.

• TESM-S 415 Sport Promotions and Public Relations (3 cr.) An introduction to the theories and techniques of sport promotions, public relations, and fundraising.

• TESM-S 418 Sports Marketing (3 cr.) Examination of the elements of the marketing mix as they pertain to the sport enterprise. Also includes the coverage of decision-making and planning from the sport manager's perspective and the impact of corporate sponsorship on the delivery of sport.

• TESM-S 423 Financial Principles in Sport (3 cr.) An introduction to the basic financial and managerial accounting concepts necessary to be financially literate in the sport business industry.  Examination of the various means for financing sport organizations.

• TESM-S 432 Sports Marketing Consulting Project (3 cr.) Challenges senior-level students to apply what they have learned to address a problem or situation presented by a sport organization.  Students will follow a multiple-step process to identify project objectives, collect and analyze data relevant to the problem or situation, and offer strategic recommendations that address the problem or are relevant to the situation.

• TESM-T 107 Tourism Planning and Development (3 cr.) Introduces students to tourism attractions and destination management organizations (DMOs).  Focus will include management, marketing, and product development of DMOs including convention and visitors bureaus (CVBs) and state tourism offices.

• TESM-T 207 Tourism Policy and Sustainability (3 cr.) Examines the relationships among tourism, sustainability, and development. Focuses on the development of tourism policy at local, state, national, and international levels. Discusses theories of development as economic, environmental, and socio-cultural concepts.

• TESM-T 208 Global Tourism Geography (3 cr.) Explores principal geographic features, population centers, and attractions including travel destinations across the world.

• TESM-T 234 Cultural Heritage Tourism (3 cr.) Analyzes the integration of visitor interests/needs and the protection of cultural and heritage resources.  Elements examined include the various cultural and heritage assets operable as tourism attractions in addition to the link between quality cultural heritage tourism and community development. Emphasis is placed on Indiana cultural and heritage tourism.

• TESM-T 307 Tourism Marketing and Sales (3 cr.) Expands on the process of developing marketing and sales strategies for the tourism industry. Focus includes integrated marketing and the sales process.

• TESM-T 319 Sports Tourism Development (3 cr.) Examines the relationship between sport and tourism phenomena with regard to community and business growth. Paradigms of experience, historical development, globalization, mobility, sustainability, culture, identity, current practices in sport tourism marketing and operations are core components of this course.

• TESM-T 329 Tourism Sports Marketing (3 cr.) Analyzes the use of marketing principles in the context of sport tourism and events.

• TCEM-T 382 Travel Trends and Destinations (3 cr.) Develops an understanding of the patterns, principles, and management of international travel to popular tourist destinations.

• TESM-T 483 Ecotourism (3 cr.) Introduces students to the history, principles, marketing, planning, and management of ecotourism activities and development which promotes environmental awareness and adds economic benefits.

• TESM-T 500 Foundations of Event Tourism (3 cr.) This course will serve as a forum for the discussion of today's tourism, including tourism trends, tourism impact, tourism policy issues, examination of the role of the tourist, the tourism manager, and the host community, etc. Delivery will be through a series of structured lectures, seminars, directed activities, and a research project. This will include analyses of case studies, discussions, slide shows, DVD/videos, guided readings, and individual/group research projects.

• TESM-T 519 Sports Tourism Management (3 cr.) This course analyzes the interconnectedness of sport and tourism from behavioral, historical, economic, management, marketing, environmental, and policy perspectives. Issues and trends in the sport and tourism industry are also investigated.

• TESM-T 531 Event Tourism Marketing (3 cr.) The purpose of this course is to help you gain advanced marketing concepts and learn the process of formulating and managing marketing strategy for event tourism. After taking this class, you should be able to: 1) identify aspects of event tourism marketing, 2) review and critically assess different marketing theories and practices in event tourism, and 3) conduct methodological sound marketing research of your own.

• TESM-T 534 Cultural Tourism Management (3 cr.) The course investigates the relationship between culture and tourism by examining the socio-cultural complexities of cultural heritage tourism. Issues and trends in the management of tangible and intangible assets, such as interpretation, globalization, cross-cultural values, impacts of development, sustainable tourism, etc., are also investigated.

• TESM-T 562 Economics of Event Tourism (3 cr.) P: Undergraduate Micro-Economics. The course examines the fundamental economic principles as they apply to the leisure and tourism industry. The economic complexities of the tourism product, including travel behavior, tourism spending, demand and supply of tourism services, costs and benefits of tourism events, tourism development by governments, etc., will be investigated. Trends in travel and tourism and related socio-economic impacts are examined.

• TESM-T 571 Strategic Meeting Management (3 cr.) This graduate seminar is designed to address contemporary issues facing business professionals in the meeting and event industry. The course will evaluate high-level strategies that address a coordinated approach to planning and evaluating meetings.