Courses

The listing of a course description here does not guarantee a course’s being offered in a particular semester. Please refer to the published schedule of classes on the Student Link for confirmation a class is actually being taught and for specific course meeting dates and times.

• SAR HS 742: Nutrition and Disease Prevention: A life course approach
  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.
• SAR HS 750: The Physiologist's Toolbox
  This course will cover the skills beyond benchwork that are necessary to be a competitive physiologist. The classes will be a mix of didactic information and group discussion. Methodological issues covered will include study design, techniques used, interpretation of research findings and the process of peer reviewed publication. Practical experience in grant writing and scientific seminar presentation will be included. Students completing this course will understand the principles underlying preparation and publication of scientific manuscripts, grants and seminars and will be able to apply these principles as they read the scientific literature and participate in research projects related to thesis work.
• SAR HS 755: Readings in Neuroscience
  Review of basic principles of neuroscience at an intermediate level, followed by readings and discussion on topics from the current neurosciences research. 4 credits, 2nd semester every other year
• SAR HS 775: Topics in Clinical Nutrition: Research & Practice
  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.
• SAR HS 776: Nutritional Epidemiology
  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.
• SAR HS 783: Metabolic Regulation in Clinical Nutrition
  A review of metabolism as the basis for understanding human nutritional requirements. Metabolism of carbohydrate, protein, and fat, as well as the regulation of these processes during various physiologic states are examined. Application of these principles to current topics in both normal and therapeutic nutrition is discussed.
• SAR HS 785: Research in Clinical Nutrition
  This course teaches students to prepare a mock research grant proposal that would be used to compete for research funding. Students are challenged to define a new area of research based on a critical review of existing literature on a specific nutrition-related health topic of personal interest. Course competencies include formulation of a testable research hypothesis and selection of an appropriate research design, study population, methodology, and analysis plan. This course helps students to refine their scientific writing skills, and introduces them to budget planning and ethical issues related to research involving human subjects.
• SAR HS 788: Theory and Practice of Clinical Counseling
  Lectures and supervised individual and group counseling experience. Focus is on appropriate skills for interviewing, stimulating behavior change, and conveying information. For students enrolled in the graduate nutrition program.
• SAR HS 791: Directed Study and Research
  For MS students conducting research projects, including thesis work, under faculty guidance.
• SAR HS 793: Critical Literature Review
  For MS students writing a critical literature review under faculty guidance.
• SAR HS 811: Practicum
  Structured clinical learning experience for graduate nutrition students accepted into the Dietetics Internship. Placement sites include in- and outpatient facilities, adult and pediatric hospitals, public health agencies, private agencies, newsletter agencies, and long-term care facilities.
• SAR HS 901: Directed Study and Research
  For doctoral students conducting research projects under faculty guidance.
• SAR HS 905: Dissertation Research
  For doctoral students conducting dissertation work under faculty guidance.
• SAR OT 500: Integrative Seminar I and LIFW
  This graduate course in occupational therapy is the first integrative seminar in a 4-seminar sequence designed to enhance clinical reasoning processes by integrating knowledge from previous educational and work experiences with current courses and weekly fieldwork experiences. Using problem-based case scenarios, class discussion, classroom activities, fieldwork experiences and reflective journaling this seminar focuses on learning the foundations for professional socialization, group processes, therapeutic relationships, ethical practice and other professional issues for working with persons and populations of all ages with a variety of needs for occupational therapy services. Self-directed, collaborative learning and class participation are essential aspects of this seminar.
• SAR OT 501: Integrative Seminar II and LIFW
  This course is the second in a four-seminar sequence designed to develop and enhance professional reasoning processes by integrating knowledge and skills from previous educational and work experiences and from concurrent OT courses with weekly fieldwork experiences. This seminar focuses on reasoning related to theories of learning and behavior change; the assessment, intervention, and documentation process; use of theory and research evidence in practice; therapeutic rapport and communication; and other professional topics and issues as they relate to working with persons and populations of all ages in a variety of OT practice contexts. Self-directed and collaborative learning, class participation, reflective writing for application and analysis of learning, case-based learning, and ongoing development of a professional portfolio are essential aspects of this seminar.
• SAR OT 502: Integrative Seminar III and LIFW
  This is the third course in a sequence designed to develop clinical reasoning by integrating course-related knowledge with weekly fieldwork experiences. The course uses problem-based case scenarios and fieldwork experiences to practice reasoning about evaluation and intervention for person of all ages with a variety of disabling conditions. Students apply client-centered, occupation and evidence-based practice concepts to their evaluation and intervention plans.
• SAR OT 513: Analysis and Adaptation of Occupation
  This course will introduce students to the Occupational Therapy Practice Framework: Domain & Process (OTPF) 3nd edition (AOTA, 2014), an official document for the profession. Through lecture and participatory activities, students will investigate aspects of the domain of occupational therapy and "achieving health, well-being, and participation in life through engagement in occupation" (AOTA, pg. S4). Employing logical thinking, critical analysis, problem solving, and creativity students will learn how to analyze and adapt occupations and activities. Students will be able to explain the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s), and client factors. Through community service projects, students will articulate to clients and the general public the distinct value of occupation to support participation. Using small team presentations, students will gain an understanding of the importance of the historical and philosophical base of occupational therapy.
• SAR OT 520: Evidence-Based Practice I
  This course is designed for occupational therapy graduate students to develop beginning skills for conducting evidence-based practice. The focus is on using research evidence to support the first task of therapy: getting to know the client and the client's needs. Students learn how to find, use, and communicate about two types of published research reports that support the therapist's task of getting to know a client: (1) reports about the occupational lives and needs of people like the client (i.e., similar health care conditions, gender, cultural group, etc.), and (2) reports about the quality of different assessment methods for gaining information about a client's occupational life and needs. The format of class sessions is primarily discussion, with some lecture, that is structured around actual client cases and guiding questions. Student performance is assessed with class participation, homework assignments, and a final exam/project.
• SAR OT 524: Introduction to the OT Process
  This course is designed to introduce students to the Occupational Therapy process as described in the OT Practice Frameworks II. The course is organized around the "Paired Cooperative Learning" (PCL) experience. This is a collaborative student relationship designed to provide a practical context for developing skills in evaluation, planning, implementing, and documenting client-centered, occupation and evidence-based occupational therapy assessment and intervention. Students will learn to apply theory to the OT Process in developing and implementing intervention. Professional topics related to therapeutic use of self, interviewing, clinical reasoning, use of theory to guide practice, professional development and wellness-oriented practice are addressed. Course principles are applied to all areas of OT practice.
• SAR OT 526: Functional Movement: Analysis and Assessment
  This occupational therapy course examines changes in gross and fine movement skills across the life course, and the relation of these changes to occupational performance. In addition, students learn biomechanical, ecological systems, and dynamical systems' principles underlying human movement and their application to functional activities including seating, transfers, and mobility. Principles covered in lecture are applied through practical experiences and discussions during the application sessions.

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