Students admitted with a bachelor’s degree must complete the equivalent of 63 credits: 19 credits of a core curriculum taken from Health Sciences Department courses, 16 credits of specialization courses defined in consultation with the academic advisor, and at least 28 credits of research.

Those admitted with a master’s degree must complete 33 credits: 17 credits from the core and specialization curriculum defined in consultation with the academic advisor and 16 credits of research.

Post-BA/BS Post-Master
Core Courses Credits Credits
SPH BS 704 Introduction to Biostatistics (3 credits) 3 3*
SAR HS 750 Analysis of Physiological Literature 4 2
plus three (3) of the following:
SAR HS 542 Exercise Physiology 4 4
SAR HS 581 Gross Human Anatomy 4 4
SAR HS 582 Neuroanatomy/Neurophysiology 4 4
SAR HS 575 Cardiopulmonary Pathophysiology 4 4
CAS BI 552 Molecular Biology I 4 4
CAS BI 553 Molecular Biology II 4 4
Core (credits) 19 17
Specialization (credits) 16
Research (credits) 28 16
Total 63 33

*or evidence of prior accomplishment

Selection of Elective/Specialty Courses

Introduction to techniques of molecular biology research, including analysis of DNA, RNA, and protein molecules by techniques such as restriction enzyme digestions, PCR, subcloning, DNA sequencing and analysis, reporter gene assays, protein-protein interactions, and culturing and yeast molecular biology. (Credits: 4)

This introductory level course focuses on building a background in neuroscience, but with emphasis on computational approaches. Topics include basic biophysics of ion channels, Hodgkin-Huxley theory, use of stimulators such as NEURON and GENESIS, recent applications of the compartmental modeling technique, and a survey of neuronal architectures of the retina, cerebellum, basal ganglia, and neocortex. (Credits: 4)

This course covers the neurobiological bases of learning and memory from the cellular to the systems level. Initial sessions cover the behavioral aspects of learning and memory--how it is operationally defined and what are the different theoretical concepts from cognitive psychology that are current. Subsequent sessions investigate the neurophysiological, neuroanatomical, and neurochemical mechanisms of memory at the cellular level and then move on to the study of systems that function at the level of the whole organism. Concentration is on studies in mammals, particularly primates. 2 cr, Spring sem. (Credits: 2)

Prereq: consent of instructor. With growing awareness of an accelerating increase in the size of the elderly population, there has been increasing interest in the neuropsychology of normal aging. Similarly, since aging is a major risk factor for many dementia states, interest has also focused on the neuropsychology of age-related disorders such as Alzheimer's disease, Parkinson's disease and the Dementias of the frontal lobe type. This course summarizes what is known about cognitive and related changes associated with normal aging and age-related disease. Topics are divided into two major sections. The first considers the cognitive and neurobiological changes associated with normal aging; the second deals with several of the most common age related diseases. 2 cr, Spring sem. (Credits: 2)

Prereq: Medical Neuroscience course or equivalent, and consent of instructor. Localization of specific anatomical changes in the brain in developmental and neurological disorders. Taught in modules with a specific focus. Blatt, Kemper 2 cr., Spring sem. (Credits: 2)

Fundamental principles of developmental neurobiology. Course stresses molecular mechanisms that underlie early neural development, differentiation, process outgrowth, and behavior. Three hours lecture, one hour discussion. (Credits: 4)

Advanced survey course in neurobiology. Topics covered include cell biology of the neuron, neurophysiology, neuropharmacology, cell signaling, anatomical methods, development of the nervous system, and human neuroanatomy. Three hours lecture, one hour discussion. (Credits: 4)

Team taught survey course in neuroscience. Topics to be covered include cortical structures, information processing, synaptic plasticity, learning and memory, and perception. Lectures draw on reading from current scientific literature. (Credits: 4)

Introductory biochemistry. Protein structure and folding enzyme mechanisms, kinetics, and allostery; nucleic acid structure; lipids and membrane structure; bioenergetics; vitamins and coenzymes; introduction to intermediary metabolism. Three hours lecture, four hours laboratory, one hour discussion. Same as GRS BI 621. Lecture and laboratory meet with CAS BI/CH 421. (Credits: 4)

Polysaccharides, energy storage and recognition; intermediary metabolism; lipid and isoprene metabolism; nitrogen metabolism; nucleotide metabolism; macromolecular biosynthesis with emphasis on specificity and fidelity in the mechanisms of RNA, DNA, and proteins synthesis. Three hours lecture, four hours laboratory, one hour discussion. Same as GRS BI 622. Lecture and laboratory meet with CAS BI/CH 422 (Credits: 4)

Biomechanics is a powerful tool for understanding why and how we control and coordinate movement in health and disability. The course is designed to provide a conceptual and theoretical basis of biomechanics using applications so that students will learn to problem solve using a biomechanical thought process. There will be many examples of applications including athletics, orthopedic injuries, central nervous system disorders, designing assistive devices, robotics, pediatrics and aging. The course is suitable for physical therapy, athletic training, anthropology, human physiology, and engineering students and anyone interested in understanding human movement from a quantitative perspective. Emphasis will be placed on how to use the tools of biomechanics along with an understanding of functional anatomy to think about normal and abnormal patterns of movement, and in some cases how this information might be used to guide interventions. (Credits: 4)

The course includes discussion and synthesis of current theories of human action (performance, learning/plasticity, and development) with an emphasis on systems/constraints, dynamical systems and ecological psychology approaches to human action, perception, and action-perception coupling. It serves as an introduction to these theories. Emphasis is placed on understanding how to conceptualize and evaluate functional movement based on these theories. Student participation in class is essential and required reading should be completed prior to class so that each student can fully participate in discussion. (Credits: Var)

This is a lecture/reading/seminar course that is designed to allow students to integrate the information they have learned in Philosophy of Science, Biomechanics and Foundations of Motor Control. It has been argued that many philosophical issues in the study of human motor control may be overcome through the concept of self-organization. Self-organization can be thought to emerge from the interplay of constraints. A number of researchers have taken this notion seriously and have suggested that constraints arise through one or more of a number of physical underpinnings, including non-linear dynamic constraints on pattern formation (coordination dynamics), biomechanics and functional anatomy, self-optimization, and perception-action coupling. Research performed in these specific domains will be the topics of the course. To illustrate their differences and similarities, attempts to understand specific functions will be addressed including gait patterns and transitions. Students are expected come to class prepared to answer questions and discuss issues related to the assigned readings. Questions will be directed toward specific individuals and part of the grade will depend on the adequacy of their responses. (Credits: 4)

Exploration of mechanisms of signal transduction, communication, and integration in the nervous system. The approach is multidisciplinary, drawing upon fundamental concepts of the neuroanatomy, neurochemistry, and physiology of the nervous system. Lectures focus on patterns of processing in unimodal sensory, polymodal, motor, and limbic cortices. Methods used to investigate the nervous system are described and illustrated to facilitate comprehension of the current literature. 4 credits, 2nd semester every other year. (Credits: 4)

An integrative approach to understanding the biology of muscle in development, exercise, injury, aging, and disease. Students will get a comprehensive overview of muscle biology and muscle disease; develop skills to review and research primary literature; and have an opportunity to develop oral research presentation skills. This class is designed for upper level undergraduates and graduate students. Fall semester only. (Credits: 4)

Focuses on the etiology of major nutrition problems in the U.S. population and the role of the diet in disease prevention and treatment. Included are nutrition issues facing at-risk populations within our society, including pregnant and lactating women, infants and children, and the elderly. The role of diet in the development/prevention of cardiac disease, cancer, osteoporosis, and other chronic diseases is discussed. Students are expected to integrate a knowledge of normal physiologic changes, biochemistry, pathophysiology, metabolism, and nutrient requirements throughout the life cycle with recent advances in the field of nutrition. (Credits: 4)

Ability to work constructively with little direct supervision required. Advanced integrated laboratory study of selected body regions, such as the upper extremity. Detailed dissection and identification by students of all structures within selected regions. (Credits: Var)

The role of nutrition in the treatment of acute and chronic disease will be the focus of the course. The course will begin with an introduction to understanding nutritional assessment, body composition and energy expenditure methodology and the use of these methods in clinical practice. Current research pertinent to the nutritional interventions in the treatment of disease will be discussed. The student is expected to integrate basic knowledge of physiology, biochemistry, and metabolism in the application of nutritional therapy and review of the current literature. 4 credits, 2nd semester (Credits: 4)

This course examines epidemiologic methods for investigating the role of diet in long-term health. Students learn to critically review the epidemiologic evidence relating diet, anthropometry, and physical activity to heart disease, cancer, and other chronic health conditions including obesity and diabetes. The methodological issues covered include epidemiologic study design; dietary and nutritional status assessment; issues of bias, confounding, effect modification and measurement error; and interpretation of research findings including an understanding of statistical modeling. Students participate weekly in critical reviews of published research. Students completing this course will understand the principles of epidemiology and will be able to apply them as they read the scientific literature and participate in nutrition-related research. (Credits: 4)

This course builds on a previous knowledge of human musculoskeletal anatomy to examine human movement. Principles of biomechanics, connective tissue behavior and muscle physiology will be integrated with joint structure and function to form the basis of understanding normal and pathological movement. (Credits: 4)

This course provides an overview of the field of rehabilitation science and an introduction to the social constructs of disability with an emphasis on bio-psycho-social-environmental models of the enabling-disabling process across the life course. The historical, philosophical and theoretical foundations of Rehabilitation Science and the evolution of laws and policies related to rehabilitation that inform the ethical, funding, and social implications of rehabilitation research are analyzed. The course will also provide an in-depth understanding of person-environment interactions and the link between biomedical factors and community participation. (Credits: 2)