| |
Biological Sciences All prerequisites must be passed with a minimum grade of C- or better within the last five (5) years. Any prerequisite prior to five (5) years or with a grade of less than C- must be approved by the department chair.
|
| |
-
BIO 240 - Microbiology for Health Professionals
Credit(s): 3
An introductory course covering the basic principles of life, with an emphasis on and examples from the microbiological world. Content covered will include the scientific method, cellular structure and function, metabolism, genetics, and reproduction in the context of pathology, pathogenicity, and immunology related to health-related microbes. SP
Corequisite(s): BIO 245 ; Students may not withdraw from BIO 245 unless also withdrawing from BIO 240.
|
| |
-
BIO 245 - Microbiology Lab
Credit(s): 1
A hands-on lab experience that introduces procedures for handling microbes, methods of identification of microorganisms (microscopic and by diagnostic media), preparation of stained slides and wet amounts, aseptic techniques, isolation of a single colony, preparation of a pure culture, inoculation and interpretation of select diagnostic tests. SP
Corequisite(s): BIO 240 or BIO 250 ; Students may not withdraw from BIO 245 unless also withdrawing from the corresponding microbiology lecture.
|
| |
-
BIO 250 - Microbiology
Credit(s): 3
A general course with emphasis on classification, physiology, and pathology of microorganisms. SP
Prerequisite(s): CHM 106 or CHM 128 (may be taken concurrently); BIO 134 Corequisite(s): BIO 245 ; Students may not withdraw from BIO 245 unless also withdrawing from BIO 250.
|
| |
-
BIO 293 - Special Topics
Credit(s): 3
Course offered to supplement regular course listings. Consult semester course schedule offerings.
|
| |
-
BIO 295 - Department Research
Credit(s): 1-4
This course is designed to provide students with a non-classroom, non-structured, individualized experience in experimental research in the biological and physical sciences, utilizing the knowledge and skills obtained in other science courses. Students interested in enrolling in this course must obtain approval from the faculty supervisor. This course may be taken for a maximum of four semesters. Offered with the approval of the department chair.
|
| |
-
BIO 318 - Advanced Cellular Biology
Credit(s): 3
Study of fine structures, metabolism, physical, and chemical activities of cells and subcellular structures. FA (odd years)
Prerequisite(s): BIO 134
|
| |
-
BIO 320 - Evolutionary Biology
Credit(s): 3
This course examines the basic processes and patterns of evolution: natural selection, evolutionary genetics, the analysis of adaptation, the phylogeny of life, the fossil record, molecular evolution, macroevolution and speciation; as well as an evaluation of current evolutionary issues. SU
Prerequisite(s): BIO 134
|
| |
-
BIO 322 - Immunology
Credit(s): 3
Introductory course which covers the basic concepts of antibody-mediated and cell-mediated immunity. Recent advances in the field will be emphasized from basic scientific and clinical perspectives. FA (odd years)
Prerequisite(s): BIO 134 ; CHM 108 .
|
| |
-
BIO 325 - Disease Ecology
Credit(s): 3
This is an introductory course in the area of infectious diseases. It will introduce principles of disease transmission, zoonotic disease, and basic epidemiological strategies and principles employed in the area of public health. FA (Even Years)
Prerequisite(s): BIO 134 ; BIO 204 .
|
| |
-
BIO 330 - Population Genetics
Credit(s): 3
A course covering introductory and advanced concepts in population genetics, including its relevance to understanding population dynamics, evolution, and gene flow. Data analysis (using STRs, SNPs, and traditional Sanger-sequence datasets) will also be a critical component of this course, directly linking data analyses with interpretation. SP (Odd years)
Prerequisite(s): BIO 134
|
| |
-
BIO 332 - Conservation Biology
Credit(s): 3
A course exploring the conservation of biodiversity based on principles of ecology, evolution and population genetics. The course will focus on current threats to biodiversity as well as population dynamics and stability, endangered species approaches, habitat fragmentation, population management and the complexities of science-based conservation strategies. This course will use lecture, discussion, and readings of case studies. SP (Even Years)
Prerequisite(s): BIO 134
|
| |
-
BIO 342 - Developmental Biology
Credit(s): 3
A molecular approach to genetic interactions in a variety of organisms during development from gametogenesis to more complex forms. FA (Even Years)
Prerequisite(s): BIO 134 and BIO 212
|
| |
|
| |
-
BIO 370 - Teaching of Science in Early Childhood and Elementary
Credit(s): 3
Application of principles of teaching science on the early childhood and elementary school level; examination of various approaches to presenting hands-on activities. FA, SP
Prerequisite(s): BIO 108 ; PHY 108 .
|
| |
-
BIO 395 - Topics in Healthcare
Credit(s): 3
A capstone course in health, this course will cover current topics in healthcare and allied health professions. This course has been approved to meet the Writing Intensive General Education requirement. FA (odd)
Prerequisite(s): BIO 220 , BIO 222 , and NTR 216 .
|
| |
-
BIO 397 - Advanced Topics in Biology
Credit(s): 3
A mini course addressing modern topics in the biological and physical sciences. To meet the requirement for 3 CH of BIO 397 in some majors, this course will need to be repeated. Students may receive repeat course credit only for instances of this course covering different topics (as noted in the course title). Check semester listings for scheduled offerings. FA, SP
Prerequisite(s): Junior status or approval of the course instructor.
|
| |
-
BIO 490 - Independent Study
Credit(s): 1-4
Course in which students may pursue a library, curriculum development, or experimental research project in some aspect of science. Students with 60 or more semester credit hours may register for an independent study course. Offered as needed with the approval of the department chair.
|
| |
-
BIO 495 - Biology Research
Credit(s): 1-4
This course is designed to provide students with a non-classroom, non-structured, individualized experience in experimental research in the biological and physical sciences, utilizing the knowledge and skills obtained in other science courses. Students interested in enrolling in this course must obtain approval from the faculty supervisor. This course may be taken for a maximum of four semesters.
|
| |
-
BIO 496 - Biology Senior Seminar
Credit(s): 3
A writing-intensive capstone course designed to equip students with the skills of reading and evaluating primary scientific literature, while exploring current topics in science. An oral presentation will be required. This course has been approved to meet the Writing Intensive General Education Requirement. FA
Prerequisite(s): BIO 134 and at least junior status.
|
| |
-
BIO 497 - Biology Internship
Credit(s): 1-4
A supervised, off-campus field-based experience at an approved site specifically related to students’ career goals; integrates and applies academic knowledge and skills; emphasizes professional development. Students interested in enrolling in this course must obtain approval from the faculty supervisor. This course may be taken for a maximum of four semesters.
Prerequisite(s): At least junior status with a science GPA of 3.0 or consent of instructor.
|
| |
-
CHM 360 - Practicum in Chemistry
Credit(s): 1-4
An opportunity for students to work on campus in a supervised practicum. Students will apply current theoretical and practical knowledge to this work setting. Additionally, students will be required to demonstrate proficiency in the skills learned and prepare either a paper, poster, or oral presentation at the end of the term. P/NP grading option only. NOTE: A student must work 40 hours per credit hour. FA, SP, SU
Prerequisite(s): Junior or senior status; permission of instructor; CHM 108 .
|
Bosnian Studies |
| |
-
BON 202 - Bosnian American Studies
Credit(s): 3
Study of Bosnian-American culture, including the Bosnian War, genocide, and migration. Students will improve their critical reading, writing and thinking skills as they study the complexity of the question: what does it mean to be Bosnian and/or Bosnian American? Students will participate in individual and group learning to study the cultures, histories and contemporary issues of particular interest to this and related questions. Key to this study will be interacting with the local and global Bosnian community, including but not limited to directly contributing to the Bosnian Memory project.
|
| |
-
BON 410 - St. Louis’ Bosnian Community: Narrative, Memory, and Identity
Credit(s): 3
The course brings a broad synthesis of sources and methods to bear on the understanding of the Bosnian war and immigration to St. Louis in the late twentieth and early twenty-first centuries.
|
Business Administration |
| |
-
BSA 100 - Business Components Assessment
Credit(s): 0
This assessment, taken during the student’s first term/semester, measures students’ knowledge of business common professional components upon entering their program. Graduation requirement. FA, SP, SU
|
| |
-
BSA 210 - Business Law
Credit(s): 3
An introductory course in the study of business law. Topics include the nature of law, the types and function of dispute resolutions, contracts, agency, torts, and business organizations. FA, SP, SU
|
| |
-
BSA 250 - Business Mathematics
Credit(s): 3
The study of essential, basic quantitative skills and procedures used to solve real-life business problems. Topics covered will include, mark-ups, mark-downs, discounts, simple and compound interest, payroll, budgets, taxes, depreciation, inventory, installment sales and bond amortization.
|
| |
-
BSA 293 - Special Topics
Credit(s): 1-3
Course offered to supplement regular course offerings. Offered on a one-time or periodic basis.
|
| |
-
BSA 301 - Cooperative Education
Credit(s): 1-6
Supervised off-campus work experience for pay and for academic credit. Must be related to the student’s degree program. Cooperatively administered by an employer and the director of cooperative education. P/NP grading option only. FA, SP, SU
Prerequisite(s): Sophomore/junior/senior status.
|
| |
-
BSA 310 - International Business
Credit(s): 3
Topics include importing, exporting, tariffs, the balance of payments, foreign exchange, and the phenomenon of globalization. FA, SP
Prerequisite(s): ECN 210 .
|
| |
-
BSA 410 - Quantitative Analysis in Business
Credit(s): 3
Techniques and applications of statistical models applied to business. Focus will include, but not limited to, probability theory, time series, regression, and forecasting. FA, SP
Prerequisite(s): MTH 115 .
|
| |
-
BSA 430 - Practicum in Business
Credit(s): 3-9
A supervised experiential-learning course that requires the student to apply the theoretical knowledge obtained in their coursework to an actual work environment. This course will require the student to think critically about the application of business theories to the workplace. The student will be required to identify the specific business theories being utilized in their work setting and analyze their application, including their appropriateness and effectiveness. This course will include a comprehensive paper and presentation. This experiential-learning course will be cooperatively administered by an employer-supervisor and a member of the faculty. The student must clock a minimum of 150 hours and a maximum of 320 hours in the actual work environment and during the semester in which he/she is registered for this course. FA, SP, SU
Prerequisite(s): Junior or senior status.
|
| |
-
BSA 435 - Internship in Business Administration
Credit(s): 3-9
A supervised experiential-learning course that requires the student to apply the theoretical and practical knowledge obtained in their coursework to an actual work environment. This course will require the student to think critically about the application of business theories and practices to the workplace. The student will be required to identify the specific business theories and practices being utilized in their setting and analyze their application, including their appropriateness and effectiveness. This course will include, among other assignments, a comprehensive term paper and a formal presentation. The employer-supervisor will be responsible for submitting a formal evaluation of the student’s performance at the completion of the semester. The student must clock a minimum of 150 hours and a maximum of 320 hours in the actual work environment and during the semester in which he/she is registered for this course. FA, SP, SU
Prerequisite(s): Junior or senior status.
|
| |
-
BSA 490 - Independent Study
Credit(s): 1-4
Study in a specialized area, to be arranged according to student need and interest. Offered on an as-needed basis.
Prerequisite(s): Junior or senior status; approval of instructor and department chairperson.
|
| |
-
BSA 494 - Special Topics
Credit(s): 1-6
Course offered to supplement regular course listings. Offered on an as-needed basis.
|
| |
-
BSA 500 - Business Components Assessment
Credit(s): 0
This assessment, taken during the student’s first term/semester, measures students’ knowledge of business common professional components upon entering their program. Graduation requirement. FA, SP, SU
|
| |
-
BSA 520 - Business Intelligence for Management
Credit(s): 3
THis course introduces fundamental business intelligence practices that supports a management decision making process. The application of statistical packages designed to solve a variety of management issues will be emphasized. Qualitative analyses will be examined for their use by managers. Other topics relevant to business intelligence will be introduced to assist managers in the decision making process. Offered as needed.
|
| |
-
BSA 540 - The Global Business Environment
Credit(s): 3
This course focuses on the problems of the senior executive in the management of internationally active firms. Emphasized are the economic, political, and cultural environments, as well as theories of international trade and investment. FA, SP
|
| |
-
BSA 550 - The Social and Legal Environment of Business
Credit(s): 3
This course examines the application of state and federal commercial law to complex disputes involving businesses, their customers, their employees and their communities. The course examines making socially responsible and legally permissible management decisions that balance the concerns and sensitivities of all stakeholders. Emphasis is placed on understanding the legal and ethical implications of decisions and utilizing tools and multiple frameworks for decision making. FA, SU
|
| |
-
BSA 560 - Ethical Responsibility in Business
Credit(s): 3
This course utilizes case studies that require the student to analyze the relationship among morals, values, and ethical concepts and their application to business situations. This course will aid the student in developing an ethical framework that can be used in making business decisions. FA, SP, SU
|
| |
-
BSA 594 - Special Topics
Credit(s): 1-3
Course offered to supplement regular course offerings and to provide students the opportunity to explore subject areas of unique interest. Offered as needed.
|
| |
-
BSA 600 - Current Business Seminar
Credit(s): 1
This course allows students the opportunity to have an in-depth study in current business topics in the areas of marketing, accounting, finance, and management. The seminar courses will incorporate pragmatic application and enhance the curriculum. Repeatable up to 5 time for a total of 5 credit hours. FA, SP, SU
|
| |
-
BSA 620 - Applied Business Research Project
Credit(s): 3
A supervised experiential-learning project that requires the student to apply the theoretical and practical knowledge obtained in their graduate coursework to an actual work environment. The employer-supervisor will be responsible for submitting a formal evaluation of the student’s performance at the completion of the semester. The student must clock a minimum of 150 hours and a maximum of 320 hours in the actual work environment and during the semester in which he/she is registered for this course. Offered as needed.
Prerequisite(s): Permission of Instructor.
|
| |
-
BSA 650 - Graduate Business Assessment
Credit(s): 0
The Graduate Business Assessment is a course that provides evidence of academic accomplishments, skills, and successful achievement of learning outcomes for the graduate business program. Students will be required to assemble a portfolio of program assignments, which demonstrate competencies in the program learning outcomes. Additionally, students will complete the outgoing business components assessment exam. FA, SP, SU
Prerequisite(s): 30 credit hours.
|
| |
-
BSA 660 - Seminar in Administrative Policy and Strategic Planning
Credit(s): 3
This course utilizes case studies to analysis of strategies, policies, and practices of domestic and global organizations as well as the environment within which each operates. Students will be required to demonstrate the management skills necessary to analyze information, data, and corporate scenarios to develop policy and strategic proposals for operating an organization in a competitive and changing environment. This will include student performance to develop and propose implantation plans and control metrics to affect such functions as marketing, human resources, production, finance, accounting, sustainability, ethics, quality, lean practices, and operations for a targeted customer segment. Students are expected to interact effectively in a professional manner and on a personal level in a team environment. Multiple assessments covering various business disciplines will be administered. Graduate level presentation and written skills will be required in all coursework performed. FA, SP, SU
|
Center for Teacher and Therapist Education (Semester indications are guidelines only. Courses designated as Pathways require permission to enroll from the Paraprofessional Pathways program.)
|
| |
-
CTE 412 - Second Language Acquisition
Credit(s): 3
This course will address the theoretical foundations, history, legal aspects and pedagogy related to teaching individuals whose first language is not English. Emphasis will be placed on the cultural (family, community, school, etc.), psychological and social ramifications of learning a second language. Students will evaluate and analyze the complexities of language acquisition from the perspectives of initial language and second language development. FA
Prerequisite(s): none. ON SITE
|
| |
-
CTE 507 - Studies in Autism Spectrum Disorders (ASD)
Credit(s): 3
This course is an overview of the nature of autism spectrum disorders (ASD) from infancy through adulthood including diverse manifestations of the condition from mild to severe. Historical roots, definitions, current research, and policy supports will be addressed. Critical issues impacting individuals with ASD such as social deficits, communication disorders, sensory processing and behavioral differences are also explored. Theoretical frameworks and evidence-based practices that support the learning and development of individuals with ASD will be presented. Ten (10) hours of field experience are required. This course is a prerequisite for all CTE courses; however it can be taken concurrently with one other CTE course. Background Check Required. ON SITE: FA, SU
|
| |
-
CTE 508 - ASD: Communication and Social Competence
Credit(s): 3
This course addresses language development and communication strategies focusing on characteristics of individuals with Autism Spectrum Disorders (ASD). Issues unique to the population will be addressed, such as pragmatics and other communication deficits, augmentative and alternative communication systems, and social deficits. Use of case studies will be a method for integrating areas of study. ON SITE: FA
Prerequisite(s): CTE 507 .
|
| |
-
CTE 509 - ASD: Behavioral Supports
Credit(s): 3
This course includes theories and methods that support individuals with Autism Spectrum Disorders (ASD) to develop productive behavior control, self-regulation, and to function appropriately in groups. It includes an overview of behavior management theories and practices as they relate to clients with Autism Spectrum Disorder. This includes the principles of applied behavior analysis, principles of the social-cognitive approach, and Positive Behavior Supports. A focus will be on the behavioral management process beginning with functional assessment through implementation of behavior interventions. Evidenced-based practices that support the learning and integration of these interventions into practice will be studied. Case studies and examples of interventions will demonstrate use across subgroups. Interventions will be considered as they relate to diversity, levels of need, and age span. ON SITE: SP
Prerequisite(s): CTE 507 .
|
| |
-
CTE 510 - ASD: Assessment and Evaluation
Credit(s): 3
This course explores types of assessments used for screening and diagnosis of Autism Spectrum Disorders (ASD). Domains of cognitive, communication, and behavior are addressed along with other developmental areas such as sensory, oral, motor and play. A focus will be on utilizing diagnostic criteria and discerning information from evaluation reports. Importance of diversity will be included with consideration given to subtypes of ASD and cultural and ethnic variables. ON SITE: SP
Prerequisite(s): CTE 507 .
|
| |
-
CTE 511 - ASD: Teaching and Learning Strategies
Credit(s): 3
This course focuses upon evidence-based strategies that support individualized learning needs of individuals with autism spectrum disorders (ASD). Comprehensive and integrated approaches are explored along with specific strategies that are included within various models. The ways in which assessments contribute to designing and monitoring programs of instruction most suitable to the individual with ASD are addressed as well as progress monitoring and maintenance of meaningful data that apply to social/ communication, and academic growth. ON SITE: FA
Prerequisite(s): CTE 507 .
|
| |
-
CTE 512 - Second Language Acquisition
Credit(s): 3
This course will address the theoretical foundations, history, legal aspects and pedagogy related to teaching individuals whose first language is not English. Emphasis will be placed on the cultural (family, community, school, etc.), psychological and social ramifications of learning a second language. Students will evaluate and analyze the complexities of language acquisition from the perspectives of initial language and second language development. ON SITE: FA
Prerequisite(s): none.
|
| |
-
CTE 707 - Studies in Autism Spectrum Disorders
Credit(s): 3
This course is an overview of the nature of autism spectrum disorders (ASD) from infancy through adulthood including diverse manifestations of the condition from mild to severe. Historical roots, definitions, current research, and policy supports will be addressed. Critical issues impacting individuals with ASD such as social deficits, communication disorders, sensory processing and behavioral differences are also explored. Theoretical frameworks and evidence-based practices that support the learning and development of individuals with ASD will be presented. Ten (10) hours of field experience are required. Background Check Required. ON SITE: FA, SU
|
| |
-
CTE 711 - ASD: Teaching and Learning Strategies
Credit(s): 3
This course focuses upon evidence-based strategies that support individualized learning needs of individuals with autism spectrum disorders (ASD). Comprehensive and integrated approaches are explored along with specific strategies that are included within various models. The ways in which assessments contribute to designing and monitoring programs of instruction most suitable to the individual with ASD are addressed as well as progress monitoring and maintenance of meaningful data that apply to social/ communication, and academic growth. ON SITE: FA
Prerequisite(s): CTE 707 .
|
| |
-
CTE 713 - Methods of Teaching Second Language Learners
Credit(s): 3
This course will examine the critical nature of culture (family, community, school, etc.), sociolinguistics, demographics, values and beliefs that affect individuals’ abilities to become proficient speakers of English. Cultural (family, community, school, etc.) and linguistic diversity will be embraced and celebrated because of the richness it brings to an individual’s life. Students will acquire and apply appropriate and effective teaching and learning strategies to meet the needs of ESOL individuals in the K-12 environment. SP
|
| |
-
CTE 714 - Materials for and Assessment of Teaching English to Speakers of Other Languages
Credit(s): 3
This course will provide students opportunities to design and/or utilize effective curriculum and materials to meet the needs of ESOL individuals. Students will design and utilize appropriate assessment strategies that accurately assess ESOL individuals’ academic and linguistic progress. SU
|
| |
-
CTE 730 - Qualitative Research Strategies
Credit(s): 3
This course will focus on the main types of qualitative research. Students will acquire working knowledge of the main types, methodologies, and interpretation of qualitative research including case study, grounded theory, phenomenology, ethnography, and historical types. SU
|
| |
-
CTE 731 - Translational Research Strategies
Credit(s): 3
This course will explore the branch of research known as translational research. It requires the analysis of qualitative or quantitative research in order to determine its application. The application may be used either to inform practice or to educate the educational or health consumer. SU
|
| |
-
CTE 732 - Special Research Topics - Inquiry
Credit(s): 3
This course is designed to orient the student’s emphasis area into a preliminary research framework intended to result in high impact instruction. Students will propose a dissertation pilot that will be partially informed by their participation in a Data Day Symposium associated with practicum and field experience hours for students preparing for initial teacher certification. SU
Prerequisite(s): Statistics.
|
| |
-
CTE 750 - Culturally Responsive Instruction and Interaction
Credit(s): 3
This course explores theoretical concepts related to the nature and content of cultural diversity, how cultures influence instruction, and how to develop environments that encourage engagement and interaction across cultures. FA
|
| |
-
CTE 751 - Family Engagement in the Intervention Process
Credit(s): 3
This course focuses on evidence-based strategies for developing culturally appropriate family engagement and collaboration in the intervention process with an emphasis on clinical populations, poverty, mental health, and trauma. SP
|
| |
-
CTE 772 - Collaborative Seminar in Interprofessional Collaboration
Credit(s): 3
This course will prepare the student to analyze case studies of complex learners. Students will demonstrate knowledge of interdisciplinary collaboration, analysis of learner needs with respect to the general education curriculum, the use of technology to facilitate participation in the classroom, and methods of assessing learner outcomes. FA
|
Communication Disorders |
| |
-
CDS 101 - Survey of Communication Disorders
Credit(s): 3
An introduction to speech, language, hearing, swallowing components associated with the processes of typical and disordered communication across the life span. This course covers issues including awareness and advocacy of people with communication disorders, considerations of multi-cultural concerns in differentiating difference from disorder, and a mindfulness of the challenge people with communication disorders face in everyday interactions in a variety of settings.
|
| |
-
CDS 105 - Speech and Language Development of the Normal and Exceptional Child
Credit(s): 3
A study of the development of speech and language in the normal and exceptional child with a consideration of factors that contribute to or impair this development. Multicultural issues will be introduced. FA, SP
|
| |
-
CDS 110 - Fundamentals of Language Development for the SLPA
Credit(s): 3
A study of the fundamentals of the development of speech and language in the normal and exceptional child useful to the speech-language pathology assistant. Factors that contribute to or impair development as well as multicultural issues will be covered.
|
| |
-
CDS 201 - Anatomy and Physiology of the Speech and Hearing Mechanism
Credit(s): 3
A detailed study of the structure and function of those parts of the skeletal, muscular, respiratory, and nervous systems as they pertain to the process of communication. Science credit for students majoring in deaf education only. FA
|
| |
-
CDS 210 - Fundamentals of Anatomy and Physiology of Speech, Language, Hearing for the SLPA
Credit(s): 3
A study of the fundamentals of the structure and function of those parts of the skeletal, muscular, respiratory, and nervous systems as they pertain to the process of communication.
|
| |
-
CDS 211 - The Nature of Language
Credit(s): 3
An introduction to modern linguistic theory as it applies to developmental psycholinguistics. Includes the study of syntactic, semantic, morphological, phonological, and pragmatic rule systems. SP
|
| |
-
CDS 220 - Phonetics
Credit(s): 3
An in-depth study of clinical phonetics when applying the IPA to the English language and dialectal variations. Multicultural issues will be introduced. FA
|
| |
-
CDS 231 - Speech Science
Credit(s): 3
Acoustic nature of human speech with review of the instrumentation with which its parameters are measured; analysis of resulting data for application in voice, speech and hearing pathology. SP
Prerequisite(s): CDS 201 ; CDS 220 .
|
| |
-
CDS 300 - Clinical Methods
Credit(s): 3
The focus of this course is to provide an introduction to theoretical basis for intervention in communication disorders, service delivery models, and general therapy procedures. Emphasis will be placed on specific methods and techniques of intervention, behavior management, and clinical writing. Supervised observation will be included in the course. FA
Prerequisite(s): CDS 105 , CDS 211 , CDS 220 and major approval.
|
| |
-
CDS 302 - Phonological and Articulation Disorders
Credit(s): 3
An introduction to phonological and articulatory development and disorders. Includes information about differential diagnosis including dialectical and cultural issues. Treatment theories and procedures are discussed. FA
Prerequisite(s): CDS 105 ; CDS 220 .
|
| |
-
CDS 311 - Introduction to Language Disorders
Credit(s): 3
An introduction to the nature of language disorders in children. Includes assessment and intervention of the syntactic, morphological, semantic, pragmatic and phonological systems of language. SP
Prerequisite(s): CDS 105 ; CDS 211 .
|
| |
-
CDS 340 - Pre-Clinical Practicum
Credit(s): 1
The student will assist a student clinician in assessment, treatment and case management of clients with speech, language and hearing disorders in the Fontbonne University Speech and Language Clinic. FA, SP
Prerequisite(s): (may be taken concurrently) CDS 300 ; CDS 302 ; CDS 311 ; and permission. Minimum 2.75 GPA (May be repeated for credit).
|
| |
-
CDS 380 - Introduction to Fluency Disorders
Credit(s): 3
An introductory study of the theories and therapy related to stuttering behavior in children, adolescents and adults. SP
|
| |
-
CDS 410 - Audiology
Credit(s): 3
Review of the anatomy and physiology of the ear and of the physics of sound; causes and types of hearing impairment; forms of remediation; administration, scoring, and interpretation of pure tone air and bone conduction; speech reception and speech discrimination tests and electrophysiological measures. FA
Prerequisite(s): CDS 231 .
|
| |
-
CDS 414 - Auditory Rehabilitation
Credit(s): 3
Overview of aural habilitative and rehabilitative services carried out with children and adults with hearing loss. Consideration will be given to the auditory bases and assistive technology employed in rehabilitative efforts. Psychosocial, familial, and interpersonal factors will also be discussed as they have impact on these populations. SP
Prerequisite(s): CDS 410 .
|
| |
-
CDS 420 - Introduction to Voice Disorders
Credit(s): 3
A survey of etiology, diagnosis, and therapy of disorders of voice and related disorders, including an introduction to cleft palate. SP
Prerequisite(s): CDS 201 ; CDS 231 .
|
| |
-
CDS 425 - Introduction to Neurogenic Communication Disorders
Credit(s): 3
A survey of the etiology, diagnosis, and management of communicative disorders associated with acquired brain damage in children and adults. SP
Prerequisite(s): CDS 201 ; CDS 211 ; CDS 231
|
| |
-
CDS 440-442 - Clinic Practicum
Credit(s): 3
Supervised practicum in the Fontbonne University Speech and Language Clinic. Emphasis is placed on assessment, treatment, and case management of clients with speech, language, and hearing disorders. FA, SP
Prerequisite(s): CDS 300 ; CDS 302 ; CDS 311 ; CDS 340 , and permission. Minimum 3.0 GPA.
|
| |
-
CDS 490 - Independent Study in Communication Disorders
Credit(s): 1-3
The purpose of the independent study is to augment (not to substitute for or replace) the required curriculum in the department of communication disorders and deaf education. The procedure for applying for an independent study is to notify the departmental chairperson in writing of the desire for the course no later than the day of final registration for that semester. The notice is to include the area of interest and the desired instructor. The department will grant independent studies pending instructor availability. Students will be limited to one independent study during their undergraduate curriculum. FA, SP
Prerequisite(s): 3.5 GPA; Department Approval.
|
| |
-
CDS 496 - Senior Seminar
Credit(s): 3
The focus of this course is the integration and generalization of knowledge in order to help students transition from undergraduate to graduate study. Topics included are: professional issues, setting specific information (legislation, IEP’s, Medicaid, Medicare, etc.), communication disorders with special populations. The capstone project is incorporated into this seminar. SP
Prerequisite(s): CDS 300 ; CDS 302 ; and a minimum of two of the following: (may be taken concurrently) CDS 311 ; CDS 380 ; CDS 420 ; CDS 425 .
|
| |
-
CDS 500 - Introduction to Research Methods
Credit(s): 3
An intensive theoretical and didactic study of the components of research design in the field of communication disorders including the types of research, preparation and presentation of the research manuscript and critical analysis of journal articles. FA, SP.
|
| |
-
CDS 506 - Beginning Sign Language
Credit(s): 1
Cross-listed with: DEA 310
Introductory sign language class (ASL) to generate basic sign skills/conversational skills in an interactive class environment and to develop awareness about the Deaf community and the culture.
|
| |
-
CDS 508 - Foundations in Listening and Spoken Language
Credit(s): 3
This course is an introduction to the study of speaking and listening with emphasis on the anatomy and physiology of the speech mechanism with emphasis on speech acoustics, speech perception and speech production. Phonetic transcription, spoken language assessment, and theories of speech perception will also be discussed. FA
|
| |
-
CDS 511 - Family Centered Intervention
Credit(s): 3
Focus on the key elements of family-centered intervention for children at risk for communication disorders. Discussion will center on the partnership of family members with professional in all aspects of early intervention, conducting assessments, prioritizing intervention goals, designing intervention plans, and implementation. SP.
|
| |
-
CDS 512 - Language and Literacy
Credit(s): 3
This course is intended for graduate students in speech-language pathology, deaf education, regular education and special education. It will explore practical methods of assessment, supportive strategy development, and curricular adaptations for early childhood, school-age, and postsecondary learners who exhibit language and learning difficulties and therefore are at risk for literacy disorders, resulting in the need for support in receptive and expressive language, reading, and written expression. FA (online) SP SU
|
| |
-
CDS 515 - Motor Speech Disorders
Credit(s): 3
This course provides an in-depth review of the anatomy, physiology, and neurology of normal and disordered motor speech processes in adults and children. Topics will include motor speech disorders as a result of stroke, brain injury, disease, movement disorders, and developmental problems. Assessment and therapy techniques will be discussed as well as cultural and ethical issues that arise in working with a diverse patient population. FA
|
| |
-
CDS 517 - Developing Language Skills for D/HH Deaf Education in Inclusive Settings
Credit(s): 3
This course addresses the principles and techniques used in the development of language with deaf children. Consideration is given to traditional and modern approaches to language development as it applies to reading and writing as well as spoken language. Strategies for developing reading and written language skills, the use of expository text to develop language skill, as well as formal and informal assessment, and using information from evaluations to develop an Individual education plan will be discussed. SP
|
| |
-
CDS 518 - Students Who Are Deaf/Hard of Hearing in Inclusive Settings
Credit(s): 3
This course will focus on the specific skill set required to be an effective itinerant teacher for students who are deaf or hard of hearing who are participating in regular education classrooms. Topics will include: Special Education Law, IEP Facilitation, Case Manager Responsibilities, Universals and Positive Behavioral Supports, Progress Monitoring, Data Collection and Data-Driven Instruction, Confidentiality, Supporting the Audiological Needs of Students, Reevaluation procedures, and Consultation and Collaboration with Team Members and Families. FA
|
| |
-
CDS 522 - Seminar in Craniofacial Anomalies
Credit(s): 3
An in-depth study of the nature, etiology, assessment, and treatment of speech, hearing, and swallowing disorders associated with both syndromic and nonsyndromic orofacial anomalies. SP
|
| |
-
CDS 523 - Intervention with Children who are Deaf or Hard of Hearing
Credit(s): 3
This course provides an overview of deafness and the needs of children who are deaf or hard of hearing. Topics include audiologic trends, the development of speech and language, educational programming, mainstreaming and inclusion issues, instructional planning, early intervention, career education, transition and the needs of the hard-of-hearing child. SU
|
| |
-
CDS 524 - The Language of the School-Aged Child
Credit(s): 3
A comprehensive review of language development and disorders in school-aged children and adolescents. Topics will include higher-order language acquisition and discourse development. Assessment and treatment strategies will be discussed, with an emphasis on their relationship to the academic curriculum and service delivery models. FA
|
| |
-
CDS 525 - Advanced Studies in Voice Pathology
Credit(s): 1.5
An advanced seminar which discusses in-depth evaluation of the voice, interpretation of evaluation results, and planning and implementation of appropriate treatment programs, patterns of deviation,etiology, and techniques of therapy. Specialty areas including videostroboscopy, laryngectomy, and tracheostomy/ventilator management will be highlighted.
|
| |
-
CDS 526 - Seminar in Fluency Disorders
Credit(s): 1.5
A review of terminology and theories related to the onset and development of fluency disorders followed by in depth coverage of assessment and treatment methods for children and adults. SP
|
| |
-
CDS 527 - Adult Neurogenic Language and Cognitive Disorders
Credit(s): 3
An in-depth study of the neurological and anatomical bases for acquired cognitive and language disorders in adults such as various forms of aphasia and dementia as well as higher-order pragmatic deficits due to right-hemisphere brain damage and traumatic brain injury. Emphasis will be placed on current diagnostic and treatment techniques used by speech-language pathologists in the clinical setting. FA
|
| |
-
CDS 529 - Language and Cognition
Credit(s): 3
Reviews the contemporary issues about the relationship between cognition and language. Explores the explanatory role of cognition when normal language abilities are present and when they are not. Cognitive rehabilitation assessment and treatment tools that can be used by the speech-language pathologist will be presented. SP
|
| |
-
CDS 531 - Communication Development for Children who are Deaf or Hard of Hearing
Credit(s): 3
A study of the development of listening and spoken language for children who are deaf/hard of hearing including assessment, planning, intervention strategies and implementation of techniques and activities. The course also addresses communicative interactions, play and cognitive development as it relates to communication development, the impact of additional disabilities and collaborative practices used by professionals. Course includes content in linguistics for an additional credit hour. FA
Prerequisite(s): CDS 523 .
|
| |
-
CDS 532 - Seminar in Early Child Language
Credit(s): 3
The focus of this course is on early intervention. Topics include a review of normal infant development, risk factors for speech & language problems, legislative issues affecting early intervention, and assessment and intervention with children from birth to five years of age. FA
|
| |
-
CDS 534 - Seminar in Sound System Disorders
Credit(s): 3
An in-depth study of the articulatory and phonological systems. Information included will address the development of normal and disordered or delayed articulation and phonology, as well as evaluation and treatment of sound system disorders. The impact of related disorders (e.g., hearing impairment, cognitive delays, specific language impairment) on the phonological system will be investigated, as will developmental apraxia. SP
|
| |
-
CDS 535 - Assessment Issues in Communication Disorders
Credit(s): 3
An in-depth study of administration and interpretation of clinical assessment procedures. FA
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
-> 12 |
Print this Page