School of Community Health and Behavioral Sciences

CAEP 5150. Early Intervention: Family Systems. (3 Hours)

Introduces students to the theory and practice of family interventions with a diverse population including infants, toddlers, and preschoolers with special needs. Discusses family systems, developmental, coping, crisis, and ecological theories and practices. Teaches assessment and intervention skills. Integrates theories of exceptionality as they pertain to family systems into course material.

Attribute(s): NUpath Difference/Diversity

CAEP 5151. Early Intervention: Infant and Toddler Development, Risk, and Disability. (3 Hours)

Introduces students to the major theories of development and their implications for intervention. Presents and discusses infant/toddlers’ development, risk, and disability in the areas of cognition, communication, motor skills, social/emotional development, and adaptive skills, and considers variation in development as a result of multiple factors. Is team-taught by professors drawn from school psychology, special education, speech-language pathology, counseling psychology, nursing, and physical therapy.

CAEP 5153. Early Intervention: Assessment and Intervention. (3 Hours)

Covers assessment models and the multidomain tests used in early intervention. Students become familiar with informal and formal instruments used in different areas including cognition speech and language, motor, and social/emotional domains. Explains the process and responsibilities for the writing of individualized service plans (ISPs), as well as variety of intervention models, methods, and strategies to be implemented in natural environments. Is taught by professors drawn from special education, speech-language pathology, counseling psychology, nursing, and physical therapy. Students participate in Northeastern’s Global Early Intervention Network.

CAEP 5330. Applied Animal Behavior Analysis. (4 Hours)

Introduces the reverse translation of behavior from the animal laboratories of Pavlov and Skinner to the world of human behavior change via applied behavior analysis, and back to the socially significant behavior of animals that live in proximity to humans. Discusses how to identify problem behaviors of dogs, cats, and other animals and how to ethically assess and analyze these behaviors through this lens, as well as how to design an ethical course of intervention.

CAEP 5876. Mental Health Education and Program Planning. (3 Hours)

Describes dominant models of health education and program planning for mental health. Emphasizes the importance of collaboration with end users, stakeholders, and the development of partnerships. Highlights cross-cultural differences in health service systems and underserved populations.

CAEP 5877. Research Methods in Applied Psychology. (3 Hours)

Provides an opportunity for students to learn basic concepts in applied research in psychology, education, and related behavioral and mental health fields. Provides a solid foundation for students to conceptualize the purpose, process, and key methods of applied research. Introduces relevant statistical topics within the context of their respective designs.

CAEP 5878. Pediatric Psychology. (3 Hours)

Introduces the field of pediatric psychology, which studies the role of psychology in health, illness, and healthcare among children and adolescents. Reviews various psychological, emotional, and behavioral factors associated with onset, course, and management of specific pediatric illnesses. Explores related evidence-based prevention and treatment interventions.

CAEP 5879. Trauma and Mental Health. (3 Hours)

Introduces the foundations of trauma theory to offer students a trauma-sensitive perspective to the continuum of practice from policy making to direct client service. Reviews the neurophysiology of trauma. Examines causative factors and evidence-based treatments of trauma-related mental health issues (e.g., PTSD). Reviews current theory and research on topical areas related to trauma including intimate partner violence, child abuse, sexual assault, school and community violence, war and terrorism, and other emerging trauma issues.

CAEP 6100. Prevention and Intervention: Evidence-Based Practices. (3 Hours)

Introduces the foundational principles and methods that guide research on prevention and intervention for mental health disorders. Reviews prevention approaches for specific public mental health topics, including intervention theory and clinical trial design, the role of community collaboration and engagement, the utility of interventions that operate at multiple ecological levels, and the complexities involved in the implementation and dissemination of evidence-based practice for mental health across the life span.

CAEP 6110. Etiology-Psychopathology Across the Life Span. (3 Hours)

Examines the major mental disorders across the life span, emphasizing the current thinking regarding etiology and essential features in the context of public health. Reviews diagnosis and classification; epidemiology; and the genetic, neurobiological, cultural, and social factors that relate to the etiology and maintenance of mental health disorders. Addresses innovative approaches and methods to integrate current psychopathology research, mental health frameworks, and public health frameworks.

CAEP 6200. Introduction to Counseling: Theory and Process in an Ecological Context. (3 Hours)

Provides an overview of counseling and psychology from the ecological perspective. Covers the history, theories, and process of counseling across forces within psychology and across individuals (children and adults), groups, and families. Includes an introduction to counseling skills.

CAEP 6201. Introduction to Assessment. (3 Hours)

Introduces testing and assessment in psychology and education including group achievement tests. Covers uses of tests in society, the politics and economics of tests, types of tests, test statistics, reliability, validity, item analysis, test construction, new movements in testing, and applications. Introduces descriptive statistics as a basis for understanding the statistical basis for establishing norms, scales, and for understanding approaches to scoring.

CAEP 6202. Research, Evaluation, and Data Analysis. (3 Hours)

Introduces topics in research and evaluation from a consumer perspective. Covers types of research studies and methodologies, philosophical bases for perspectives, research design, evaluation and outcomes assessment, data analysis techniques, clinical and qualitative approaches, and interpretation of research findings.

CAEP 6203. Understanding Culture and Diversity. (3 Hours)

Works from a broad definition of culture and diversity. In addition to traditional culture and ethnic classifications, examines disability, poverty, and gender as culturally defining factors. Also explores the dynamics of culture in social systems, with the perspective of valuing differences in society and sociocultural forces impinging on culture from the ecological perspective.

CAEP 6206. Learning Principles. (3 Hours)

Provides an overview of the theories of learning, cognition, and emotion. Introduces the major theories and relates them to applications and interventions in psychology and education.

CAEP 6218. Infant, Child, and Adolescent Development. (3 Hours)

Provides an overview of development from birth through late adolescence. Covers the major theories of human development from a culturally informed, gender-sensitive ecological orientation. Reviews stages and theories of development from an interdisciplinary perspective and related to implications for learning. Examines cognitive, language, social/emotional, play, and physical aspects of development.

CAEP 6220. Development Across the Life Span. (3 Hours)

Identifies and addresses culturally and gender-sensitive developmental issues throughout the life span, from the conventional stages of childhood through the end of life. Discusses ethnic, economic, gender, relational, and sexual identities, as well as health-medical and aging concerns.

CAEP 6222. Human Sexuality. (3 Hours)

Designed for the twenty-first century and the critical issues that have evolved in the field. Includes current information on issues in human sexuality (and acts as a forum for the discussion of current trends), which may include HIV/AIDS, abortion, ethics and morality in genetic engineering, sex education in the school and home, teen sexuality and pregnancy, personal behaviors, social aspects of acquaintance rape, early sexual experiences, divorce, and remarriage. Allows for the development of counseling skills needed to deal with various issues.

CAEP 6235. Vocational, Education, and Career Development. (3 Hours)

Focuses on the interactions of economic needs, work, class, education, and contemporary social trends as part of human development in a sociohistoric ecological context.

CAEP 6242. Psychopathology: Diagnosis and Treatment Planning. (3 Hours)

Identifies categories of human difficulty and abnormal behavior through current DSM terminology. Is based in a cultural and gender competent bio-psycho-social model over the life span. Discusses both preventive and individual interventions for each category. Also introduces treatment planning and treatment guidelines.

Prerequisite(s): CAEP 6200 with a minimum grade of B-

CAEP 6247. Child and Adolesent Psychopathology. (3 Hours)

Covers DSM-IV and major forms of psychopathology including the neuroses (obsessional states, hysteria, anxiety states, and phobias), the pyschoses (schizophrenia, mania, depression, and paranoia), psychosomatic, sociopathy, conduct disorders, organic disorders, and mental retardation. Discusses the relationship between categories of special education disabilities (emotional impairment, autism, and so on) and DSM-IV.

CAEP 6250. Individual Interventions. (3 Hours)

Focuses on a variety on individually focused interventions: standard techniques used to achieve change goals as well as crisis intervention and prevention. Use of multimodal interventions (for instance, expressive, action) are joined with specific problems that individuals might face. Also addresses crisis intervention, solution-focused treatment planning, and promoting resiliency and activism.

CAEP 6260. Community Counseling Psychology. (3 Hours)

Addresses organizational and systems impact, stressors, and change efforts. Draws from the community, consultation, organizational, prevention, and social psychology literature. Considers understanding of health promotion in social and institutional contexts. Also explores crisis, coping, and social change.

CAEP 6282. Ethics and Professional Development. (3 Hours)

Addresses professional development and mental health counseling issues. Also considers professional ethics from ACA, APA, and FTI, with emphasis on the professional functioning of counselors. Discusses current issues in the practice and control of mental health. Also addresses the role of professional organizations and state licensing.

CAEP 6283. Brief Therapies. (3 Hours)

Discusses brief forms of therapy and counseling. Addresses therapies with each of the theoretical four forces. Discusses advantages and disadvantages of brief therapy. Considers the fit of the therapy with the person or client system as well as the goals and context. Also explores empirical, ethical, pragmatic, and political viewpoints.

Prerequisite(s): CAEP 6200 with a minimum grade of B

CAEP 6286. Family Counseling Interventions. (3 Hours)

Examines the role and social construction of families. Includes a brief overview of theoretical perspectives and especially considers the more recent implications of feminist and multicultural critiques. Discusses relationship building and specific interventions with families in terms of appropriate use of clinical, ethical, and gender/race-ethnic/class competencies.

Prerequisite(s): CAEP 6200 with a minimum grade of B

CAEP 6287. Group Counseling. (3 Hours)

Covers group design, dynamics, and leadership as well as their application in a range of mental health group activities. Since the conventional theoretical orientations have been covered in the theory course (CAEP 6200), this course approaches group work through a broader perspective. For example, while expressive groups based in a humanistic tradition and insight gained through psychodynamic and cognitive traditions are in the course, such recent developments as adventure and psychoeducation group work are also included.

CAEP 6324. Programmed Learning. (3 Hours)

Introduces the importance of programming for effective learning, including for students with autism spectrum disorders. Stresses goals shared by behavior analysts and educators. Employs evidence-based teaching procedures for training complex behavior. Emphasizes the need for assessment and data analysis for programming. Focuses on procedures based on establishing and transferring stimulus control, including establishing equivalence classes.

Prerequisite(s): CAEP 6331 with a minimum grade of B

CAEP 6326. Behavioral Concepts and Principles. (3 Hours)

Introduces concepts and principles that make up the foundation of behavior science. Identifies naturally existing examples of the basic principles of behavior. Requires demonstrated mastery of behavioral explanations of why behaviors occur. Contrasts behavioral descriptions with other philosophical conceptualizations.

CAEP 6327. Behavior Assessment. (3 Hours)

Expands on key elements of behavior assessment including systematic assessment of preferences and reinforcers, and assessment of behavior function through indirect methods, direct methods, and systematic manipulations.

Prerequisite(s): (CAEP 6326 with a minimum grade of B or CAEP 6326 with a minimum grade of B or CAEP 6326 with a minimum grade of B ); (CAEP 6329 with a minimum grade of B or CAEP 6329 with a minimum grade of B or CAEP 6329 with a minimum grade of B )

CAEP 6328. Single-Case Research Design. (3 Hours)

Introduces single-case experimental designs and methods to define and measure behavior. Offers students an opportunity to learn how to measure behavior and design experimental arrangements to analyze relationships between dependent and independent variables.

CAEP 6329. Ethics for Behavior Analysts. (3 Hours)

Offers students an opportunity to develop competence in a comprehensive overview of the legal and ethical issues in applied behavior analysis, including design and implementation of applied behavior analytic services and applied research. Discusses ethical issues in staff training, performance management, and program evaluation.

CAEP 6331. Advanced Learning Seminar 1. (3 Hours)

Discusses a broad overview of teaching and learning topics with in-depth focus on specific technologies geared toward increasing behavior change. Identifies the principles involved in learning and how to apply those principles to enhance skill acquisition. Employs evidence-based procedures to systematically increase a behavior. Evaluates the effectiveness of the behavior change procedures throughout the semester.

Prerequisite(s): (CAEP 6326 with a minimum grade of B or CAEP 6326 with a minimum grade of B or CAEP 6326 with a minimum grade of B ); (CAEP 6328 with a minimum grade of B or CAEP 6328 with a minimum grade of B or CAEP 6328 with a minimum grade of B )

CAEP 6332. Advanced Learning Seminar 2. (3 Hours)

Explores advanced behavior analytic topics, and practices applying basic principles to more complex scenarios. Extends basic behavior analytic conceptualizations and services, and investigates extensions of the behavioral sciences to areas other than work in special education.

Prerequisite(s): CAEP 6331 with a minimum grade of B or CAEP 6331 with a minimum grade of B

CAEP 6334. Applied Programming Seminar 1. (3 Hours)

Focuses on the systematic application of principles of behavior analysis to interventions in applied settings. Allows students to design, test, and evaluate instructional programs for remedial application to behavior problems and to test instructional theory. Emphasizes the relationship between behavioral assessment and behavioral intervention. Provides supervision through the weekly research and data seminar in collaboration with the student’s project adviser.

Prerequisite(s): CAEP 6327 with a minimum grade of B or CAEP 6327 with a minimum grade of B or CAEP 6327 with a minimum grade of B

CAEP 6335. Applied Programming Seminar 2. (3 Hours)

Focuses on the practical issues surrounding development of an applied thesis research topic. Students develop their thesis topic and prepare a written proposal for their thesis research. Students present the initial thesis proposal and periodic updates during the weekly seminar. Thesis committee members are invited to attend their students’ presentations to provide feedback and critique of the developing proposal.

Prerequisite(s): CAEP 6334 with a minimum grade of B

CAEP 6336. Systematic Inquiry 1. (3 Hours)

Requires each student to collect a comprehensive bibliography on a significant topic in applied behavioral research and complete a thorough written review. Emphasizes the integration and analysis of experimental findings and theoretical foundations of the research area, critical evaluation of current research, and the identification of potentially fruitful future research. Frequent presentation of current research by students helps develop their oral communication skills and prepares them for becoming contributing professionals in the field of behavior analysis.

Prerequisite(s): (CAEP 6331 with a minimum grade of B or CAEP 6331 with a minimum grade of B ); CAEP 6334 with a minimum grade of B

CAEP 6338. Clinical Practice Supervision. (1-3 Hours)

Offers a seminar for supervision of a clinical experience in practicum, internship, or fieldwork. Meets on campus with instructor/supervisor and complements individual supervision at the practice site. May be repeated for up to 6 total credits.

CAEP 6341. Behavioral Interventions. (3 Hours)

Provides a broad overview of teaching and learning based on behavioral principles. Examines specific behavioral technologies geared towards both increasing and decreasing behavior. Emphasizes the relationship between assessment and function-based interventions to treat problem behavior and teach new skills.

Prerequisite(s): CAEP 6326 with a minimum grade of B ; CAEP 6329 with a minimum grade of B

CAEP 6342. Consultation, Supervision, and Management. (3 Hours)

Addresses topics related to behavioral supervision, consultation, and staff/program evaluation in human service organizations, including performance analysis and management, staff training, behavioral systems analysis, organizational culture, and culturally responsive leadership. Explores essential components of organizational behavior management.

CAEP 6343. Radical Behaviorism and Verbal Behavior. (3 Hours)

Explores the foundations of the philosophy of radical behaviorism and its extension to B. F. Skinner’s analysis of verbal behavior. Examines explanations of complex human behavior, including verbal and nonverbal behavior, from differing behavioral perspectives. Offers students an opportunity to evaluate how B. F. Skinner’s conceptual writings relate to current behavior analytic theory, research, and practice.

Prerequisite(s): CAEP 6326 with a minimum grade of B

CAEP 6344. Experimental Analysis of Behavior. (3 Hours)

Offers students an opportunity to obtain the skills to interpret basic research in behavior analysis. Examines concepts and principles of behavior from an experimental perspective, as well as the causes of complex behavior. Practices developing experimental arrangements to evaluate behavioral principles and analyzing data through cumulative records and single-case experimental design.

Prerequisite(s): CAEP 6326 with a minimum grade of B ; CAEP 6328 with a minimum grade of B

CAEP 6345. Promoting Youth Academic Success in Schools. (3 Hours)

Focuses on learning problems in relation to developmental tasks and curriculum frameworks including reading and writing. Examines the types and causes of learning problems and individual learning styles from constructivist, neuropsychological, and ecological perspectives. Reviews methods for assessment of physical, emotional, intellectual, and social development in childhood and adolescence. Emphasizes special education legislation and current service delivery programs.

CAEP 6346. Individual Behavior for Lasting Change. (3 Hours)

Offers students an opportunity to explore and practice methods to effectively change their own behavior, with the aim to create greater change in the world. Explores the impact of inadvertent behavior change and its potential effects. Emphasizes behavior change that will affect other individuals, communities, cultures and systems, or entire environments.

CAEP 6347. Behavior Management. (3 Hours)

Covers theory, research, and practice pertaining to management of behavior in preschool, elementary, and high school classrooms. Presents development of practical behavioral interventions using a systematic problem-solving process (including functional behavioral assessment). Includes skills and techniques of preventing and remediating behavior problems.

CAEP 6348. Systems in Schools 1. (1 Hour)

Explores a culturally responsive, integrated (academic plus behavioral), multi-tiered system of support within schools (MTSS). Emphasizes a data-based individualization framework to systematize the process of intensifying and adapting evidence-based interventions to meet individual needs of children and youth with disabilities.

CAEP 6349. Systems in Schools 2. (1 Hour)

Continues CAEP 6348. Explores a foundation for understanding a culturally responsive, integrated (academic and behavioral), multitiered system of support within schools. Students design an individualized and integrated academic and behavior plan for children and youth, monitor progress using graphic displays, evaluate outcomes, and discuss intervention adaptations according to data. Emphasizes using a data-based individualization framework that systematizes the process of intensifying and adapting evidence-based interventions to meet individual needs of children and youth from an interdisciplinary framework.

Prerequisite(s): CAEP 6348 with a minimum grade of B

CAEP 6350. Introduction to Cognitive Assessment. (3 Hours)

Introduces cognitive assessment and the relationship of cognitive theories to assessment. Also includes practice in administering and interpreting specific tests of cognitive functioning, such as the Wechsler Scales and the Woodcock-Johnson.

CAEP 6352. Personality Assessment. (3 Hours)

Administers and interprets projective tests, behavior rating scales, and personality tests. Offers advanced level of integrating results from different measures in report writing.

CAEP 6353. Curriculum-Based Assessment and Data-Based Decision Making. (3 Hours)

Presents curriculum frameworks (reading, mathematics), developmental sequences (language), socialization, and life skills as areas of learning breakdown. Focuses on collection and use of data from curriculum-based procedures that evaluate a child’s current level of understanding and performance in one of these areas, determination of intervention goals, formulation of individualized education programs (IEPs), development of instructional plans, and monitoring progress using curriculum-based measurements.

CAEP 6354. Social, Emotional, and Behavioral Assessment. (3 Hours)

Uses a problem-solving framework designed to help students to develop skills in identifying common school-based social, emotional, and behavioral problems and designing targeted assessment plans. Offers students an opportunity to gain experience in the administration, scoring, and interpretation of relevant measures designed to assess children’s and adolescents’ social, emotional, and behavioral functioning; in the synthesis of multisource/multimethod data; and in psychological report writing.

CAEP 6360. Consultation and Program Evaluation. (3 Hours)

Overviews different consultation theories including behavioral, psychodynamic, and systems perspectives. Offers a focus on skill development with respect to a broad-based and pragmatic approach to client-centered behavioral consultation. Uses computer networks and e-mail in client-centered and peer consultation. Offers evaluation of the implementation and outcomes of consultation and related service delivery programs.

Prerequisite(s): CAEP 6347 with a minimum grade of B

CAEP 6365. Seminar in School Psychology. (3 Hours)

Covers the philosophical, historical, technical, and school administrative issues contributing to the professional identity of school psychologists. Emphasizes ethical standards, public policy, and legislation that impact school psychology.

CAEP 6375. Substance Use and Treatment. (3 Hours)

Covers use, abuse, and treatment of both legal and illegal psychoactive drug agents. Includes an introduction to psychotropic medications, overview of illicit substance use, differential substance abuse, interventions and treatment, and related social issues.

Prerequisite(s): CAEP 6200 with a minimum grade of B-

CAEP 6380. Seminar in Feminist Psychology. (3 Hours)

Looks at sex-gender socialization and role ascription in the development of women and men. Examines feminine and masculine gender role stereotypes and constructs in mental health theory, procedures, and practices. Introduces the variety of feminist standpoints and explores their impacts on the conceptualization of health and healing. Presents major points in feminist therapy and psychology. The student examines selected areas in-depth within this course.

CAEP 6390. History and Systems of Psychology. (3 Hours)

Examines the development of psychological theories in the context of western intellectual development. Attends to the underlying epistemological assumptions and historical and cultural forces on psychology. Also emphasizes some of the potential contributions to psychology of other world civilizations and to paradigmatic strengths and limits.

CAEP 6394. Advanced Multicultural Psychology. (3 Hours)

Provides critical analyses of “universalist” perspective counseling and development theory. Explores a variety of implications for culturally competent psychological work. Addresses process, procedures, and interventions as well as theory and inquiry. Focuses on individual and cultural differences in counseling and professional psychological services.

Prerequisite(s): CAEP 6203 with a minimum grade of B

CAEP 6399. Clinical Skills in Counseling Psychology. (3 Hours)

Develops self-awareness, communication skills, and therapeutic and practice procedures.

CAEP 6400. Prepracticum in School Psychology. (1 Hour)

Requires a minimum of 75 hours of school-based experience. Designed to orient school psychology graduate students to the school psychology profession and the practicum. Offers students an opportunity to understand the role of the school psychologist and the school environment. Seeks to familiarize students with the range of different school psychological services and the range of students who receive services from school psychologists, including students from different cultures and students with and without disabilities. Emphasizes observational learning. Students must complete the entire prepracticum and submit the documentation of its successful completion prior to beginning the practicum experience.

CAEP 6401. Counseling Children and Adolescents in Schools. (3 Hours)

Seeks to give students a foundation in the selection, evaluation, and application of empirically supported counseling interventions for children and adolescents. Topics include individual and group counseling techniques as well as specific clinical issues related to school-age children, families, family-school collaboration, and systems.

CAEP 6402. Promoting Social, Emotional, and Behavioral Success in Schools. (3 Hours)

Seeks to give students a foundation in the selection, implementation, and evaluation of evidence-based Tier 1 (classwide, universal) and Tier 2 (small group, targeted) interventions. Promotes an understanding of best practices and evidence-based approaches that promote school mental health.

Prerequisite(s): CAEP 6401 with a minimum grade of B

CAEP 6962. Elective. (1-4 Hours)

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

CAEP 6999. Practicum Continuation. (0 Hours)

Continues clinical requirements. May be repeated five times.

CAEP 7412. Systematic Inquiry in Behavior Analysis 1. (1 Hour)

Provides peer and individualized mentorship as students complete a scholarly behavior analytic project. Provides practice in identifying a behavioral problem and research question, developing methods to examine the question, and completing an IRB application.

Corequisite(s): CAEP 8412

CAEP 7413. Systematic Inquiry in Behavior Analysis 2. (1 Hour)

Continues CAEP 7412. Provides peer and individual mentorship as students complete a scholarly behavior analytic project. Offers students an opportunity to obtain the skills to complete a comprehensive literature review or case study.

Prerequisite(s): CAEP 7412 with a minimum grade of B

Corequisite(s): CAEP 8413

CAEP 7701. Doctoral Seminar in Counseling Psychology. (1 Hour)

Seeks to advance the student’s development as a counseling psychologist based on a scientist-practitioner and ecological model and to ensure that the student is informed regarding the historical and current developments of the discipline of counseling psychology. May be repeated up to three times.

CAEP 7702. Scholarship, Teaching, and Leadership in Applied Psychology. (3 Hours)

Studies teaching, scholarship, and leadership within a system of higher education. Explores how teaching and scholarship are related to tenure and promotion processes. Considers ethical issues that arise in university settings (e.g., human subject protection, academic integrity). Offers students an opportunity to develop a research agenda and engage in the peer review process as an author and reviewer, as well as practice using various teaching philosophies, course development, and delivery. Contemplates university and professional leadership positions within the field of applied psychology.

CAEP 7703. Grant Writing in the Health Professions. (3 Hours)

Introduces the basic components of the grant writing process, from locating available funding opportunities to submitting a competitive grant proposal. Offers students an opportunity to develop a grant proposal for potential submission.

CAEP 7710. Advanced Clinical Assessment. (3 Hours)

Covers contemporary cognitive and personality testing as used in a variety of practice settings. Covers such areas as pain management, risk assessment, and learning styles. PhD students only.

CAEP 7711. Measurement: Advanced Psychometric Principles. (3 Hours)

Offers students an opportunity to gain an understanding of classical and modern test theory as well as to develop the capability to use these theories to develop tests for their own purposes. Topics include test validity, item statistics useful in test construction, score scales and norms commonly used in educational testing, item bias and test bias, and ideas of fairness and equity in educational and psychological testing. Introduces factor analysis as well as the major extensions and alternatives to classical test theory, generalizability theory, and item response theory (latent trait theory).

CAEP 7712. Intermediate Statistical Data Analysis Techniques. (3 Hours)

Emphasizes the use of existing theories and models as a basis for the formation of questions and hypotheses and for designing research to address those questions and hypotheses. Covers the logic of design of research and hypothesis testing, regression, general linear model (GLM), statistical model building and testing, hierarchical regression, and analysis of covariance structures. Emphasizes consideration of power and effects. Requires students to do problems on the computer and/or by hand using data sets assigned in class. Requires prior completion of a course in basic statistics and a course in methods of research design or permission of instructor.

CAEP 7716. Advanced Research and Data Analyses 2. (3 Hours)

Investigates techniques and models for exploring research questions and testing hypotheses developed in the first semester. Explores structural and advanced correlational models using linear and nonlinear approaches, multivariate data analysis, psychometric statistical theory and techniques, and qualitative inquiry. Requires considerable hands-on experience with real data sets. Explores qualitative and methodological approaches to ecological analysis of systems and contexts. Requires students to do problems on the computer and/or by hand using data sets assigned in class. Utilizes SPSS and other computer analysis packages including graphic methods of depicting data. Also covers specialized applications (text analysis software, survey design and scoring software, or specialized graphing programs). Students do projects, prepare reports of an analysis from the data set, and turn in a written report in APA format suitable for publication.

CAEP 7720. Advanced Clinical Interventions. (3 Hours)

Considers assessment and intervention from an ecological/systems perspective on a case-by-case basis. Uses individual, group, family, organizational, and community modalities. Emphasizes case conceptualization as a framework for treatment planning and evaluation. Emphasis is on impact of social systems and sociocultural factors. Restricted to PhD students with previous work in group and family counseling.

CAEP 7732. Legal and Ethical Issues in Community and Educational Settings. (3 Hours)

Designed to provide a systematic orientation to the ethical and professional issues faced by mental health practitioners in their teaching, research, and practice in a seminar setting. Addresses APA ethical guidelines, legal aspects of psychological practice including licensing, confidentiality in practice and research, historical perspective, supervision and training issues, and current topics of professional concern in counseling and school psychology practice. Considers relevant court decisions affecting psychological practice with children, adults, and family.

CAEP 7741. Advanced Practicum 1. (1,2 Hours)

Offers students an opportunity to obtain training in clinical settings to develop clinical skills in assessment, consultation, and interventions under supervision. Examines and supports clinical work within various assessment and treatment modalities. Analyzes systems issues within placement sites, which include but are not limited to administrative and supervisory issues, by focusing on critical analysis and provision of a supportive atmosphere. Provides opportunities to document competency through tapes and detailed process notes of sessions, videotape role-playing, critiques, and feedback. Requires practice in the clinical setting a minimum of 20 hours per week. May be repeated once for a total of 2 semester hours.

CAEP 7742. Advanced Practicum 2. (1,2 Hours)

Continues CAEP 7741. Provides an opportunity, under supervision in a clinical setting, to develop clinical skills in assessment, consultation, and interventions. Designed to provide support and evaluation of the advanced practicum placement for second-year students. Seeks to examine and support clinical work and examine systems issues within placement sites, which include but are not limited to administrative and supervisory issues. Opportunity to document competency through tapes and detailed process notes of sessions, videotape role-playing, critiques, and feedback. Focuses on critical analysis and provision of a supportive atmosphere to explore treatment and systems issues. Requires practice in the clinical setting a minimum of twenty hours per week. May be repeated once for a total of 2 semester hours.

Prerequisite(s): CAEP 7741 with a minimum grade of B

CAEP 7743. Advanced Practicum 3. (1,2 Hours)

Continues CAEP 7742. May be taken by students who elect to do additional practicum work to develop better, or deeper, skills or new skill areas. Requires practice in the clinical setting a minimum of twenty hours per week. May be repeated once for a total of 2 semester hours.

Prerequisite(s): CAEP 7742 with a minimum grade of B or CAEP 7742 with a minimum grade of S (Graduate) or CAEP 6355 with a minimum grade of B

CAEP 7744. Advanced Practicum 4. (1,2 Hours)

Continues CAEP 7743. Requires practice in the clinical setting a minimum of twenty hours per week. May be repeated once for a total of 2 semester hours.

Prerequisite(s): CAEP 7743 with a minimum grade of B

CAEP 7750. Biological Bases of Behavior. (3 Hours)

Lays the foundations for an understanding of brain-behavior relations, with an emphasis on implications for the clinician. Topics include basic neuroanatomy, the development of the nervous system over the life span, and hormonal and neuropharmacological aspects of behavioral regulation. Reviews perceptual and motor systems, cognition, emotions, and motivational states from the perspective of their biological underpinnings. Underscores the unfolding of these processes within a psychosocial and cultural context.

CAEP 7755. Cognitive and Affective Bases of Behavior. (3 Hours)

Provides students with an in-depth treatment of the theories of the cognitive and affective bases of behavior and their applications. Reviews the impact of thinking, emotions, affect, and temperament on behavior in the context of the ecological model. Restricted to PhD students.

CAEP 7756. Social Psychology in an Organizational and Ecological Context. (3 Hours)

Conducted as a seminar designed to meet the needs of doctoral students in school and counseling psychology for a course that spans theory and principles of social psychology from early work in the field-in such topics as social pressure, field theory, cognitive dissonance, and attitude formation-to more modern work in expectations, attitudes, and organizational behavior. Surveys basic concerns in social psychology, and considers material related to application in schools, communities, and organizations in which mental health is practiced. For example, in the study of group dynamics, stresses applications to group learning, administrative leadership, and organization theory. Also covers research paradigms, social change, social influence, system consultation, and community issues as they relate to social psychological considerations. Restricted to PhD students.

CAEP 7758. Doctoral Seminar in Contemporary Theories of Psychotherapy. (3 Hours)

Offers a critical examination from an ecological/systems perspective of conceptual developmental and clinical elements of contemporary psychotherapy theories. Emphasis is on object relations, social constructionist, and constructivist theories of personality and therapeutic change. Includes selected theoretical and research readings, lectures in student-led discussion. Evaluates critical issues and future directions of contemporary theoretical schools and considers varied approaches to case examples. The different theoretical approaches are examined through the lenses of gender, class, and cultural adequacy. Restricted to PhD students.

CAEP 7771. Research Team Experience. (1 Hour)

Offers students an opportunity to participate in various stages of ongoing research leading up to and including the design of their own research projects. Students are given responsibility for conceptualization, design, implementation, analysis, and interpretation of research according to their skills. Encourages students to tie their research to other aspects of their training as appropriate. Becoming a competent researcher requires active experience. A faculty mentor provides direct supervision to the students.

CAEP 7777. Doctoral Seminar: Program Planning and Evaluation. (3 Hours)

Offers students an opportunity to develop knowledge and skills in program planning and evaluation with a specific focus on promoting the health of children and adolescents. Focuses on program planning and evaluation within the coordinated school health model and the importance of planning, implementing, and evaluating programs within a community-based participatory research (CBPR) framework. Emphasizes the importance of programs that incorporate the intersection of family, school, and community systems. Builds upon the systematic, problem-solving approach to practice woven throughout the curriculum. Emphasizes participatory and context-sensitive approaches to planning and evaluating programs. Seeks to prepare psychologists to plan and evaluate programs systematically in their future work settings.

CAEP 7798. Doctoral Internship. (0.5-2 Hours)

Required of all doctoral students in counseling/school psychology PhD programs. Requires a minimum of forty hours per week for twelve months or twenty hours per week for twenty-four months in an accredited (or equivalent by permission) mental health training setting. In addition to internship site supervision and training seminars, interns attend, in person or online, a university-based seminar and complete case assignments. May be repeated up to four times, not to exceed 3 credits.

CAEP 7799. Doctoral Internship 2. (2 Hours)

Continues CAEP 7798. Restricted to PhD students.

CAEP 7962. Elective. (1-4 Hours)

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

CAEP 7976. Directed Study. (1-4 Hours)

Allows students to pursue topics of individual interest beyond the scope of formal course work under the direction of faculty. May be repeated without limit.

CAEP 8401. Practicum in Counseling Psychology. (3 Hours)

Includes forty hours of client contact plus supervision. Focuses on developing individual and group skills within mental health and human service agencies. May be repeated once.

Prerequisite(s): CAEP 6399 with a minimum grade of B

CAEP 8412. Experiential Learning in Skill Acquisition. (2 Hours)

Offers students an opportunity to obtain practical experience developing, implementing, and evaluating skill acquisition programs. Students work in a clinical setting, including accrual of supervised fieldwork hours required to sit for the Board-Certified Behavior Analyst ® examination.

Prerequisite(s): CAEP 6341 with a minimum grade of B

Corequisite(s): CAEP 7412

CAEP 8413. Experiential Learning in Behavioral Supervision. (2 Hours)

Provides students with the opportunity to practice methods of staff training and supervision. Offers students supervision for work in a clinical setting, including accrual of supervised fieldwork hours required to sit for the Board-Certified Behavior Analyst ® examination.

Prerequisite(s): CAEP 6342 with a minimum grade of B

Corequisite(s): CAEP 7413

CAEP 8415. Practicum in School Psychology 1. (2 Hours)

Offers supervised school-based field experience coupled with seminar class. Requires passing score on the communication and literacy tests of the Massachusetts Tests for Educator Licensure (MTEL).

CAEP 8416. Practicum in School Psychology 2. (2 Hours)

Offers supervised school-based field experience coupled with seminar class.

Prerequisite(s): CAEP 8415 with a minimum grade of B

CAEP 8417. Intensive Practicum in Applied Behavior Analysis 1. (2 Hours)

Offers students supervised experience that is required in order to sit for the BACB exam. Focuses on offering students an opportunity to acquire new behavior analytic skills related to the BACB Task List. Asks students to demonstrate the necessary skills to be a competent behavior analyst in applied settings. Covers preference assessments, task analysis and other skill acquisition programs, and other teaching strategies.

CAEP 8418. Intensive Practicum in Applied Behavior Analysis 2. (2 Hours)

Continues the work of CAEP 8417 with the primary focus on offering students an opportunity to acquire new behavior analytic skills related to the BACB Task List. Covers functional assessment, behavior reduction programs, conditioned reinforcement, data analysis, and clinical decision making.

Prerequisite(s): CAEP 8417 with a minimum grade of C-

CAEP 8419. Intensive Practicum in Applied Behavior Analysis 3. (2 Hours)

Continues the work of CAEP 8417 and CAEP 8418 with the primary focus on offering students an opportunity to acquire new behavior analytic skills related to the BACB Task List. Covers behavioral approaches to curriculum-based assessment, discrimination training, shaping, chaining, and pedagogies of teaching.

CAEP 8421. Intensive Practicum in Applied Behavior Analysis 4. (2 Hours)

Continues the work of CAEP 8417, CAEP 8418, and CAEP 8420 with the primary focus on offering students an opportunity to acquire new behavior analytic skills related to the BACB Task List. Covers behavioral approaches to skills assessment, training, supervision, and consultation.

CAEP 8501. Internship in School Psychology 1. (3 Hours)

Offers supervised school-based field experience coupled with seminar class.

CAEP 8502. Internship in School Psychology 2. (1-2 Hours)

Offers supervised school-based field experience coupled with seminar class. May be repeated once.

CAEP 8510. Internship in Counseling Psychology 1. (3 Hours)

Provides twenty hours per week in a field setting and a two-hour seminar on campus. In addition to providing supervising seminar, addresses practices, procedures, ethics, and policies in professional practice.

CAEP 8511. Internship in Counseling Psychology 2. (3 Hours)

Provides twenty hours per week in a field setting and a two-hour seminar on campus. In addition to providing supervising seminar, addresses practices, procedures, ethics, and policies in professional practice.

CAEP 8553. Advanced Counseling Practicum. (1,2 Hours)

Offers an elective course for doctoral students in the counseling psychology doctoral program who are completing additional years of supervised practical experience (minimum of 20 hours per week for 600 hours) as part of the training for the PhD degree and in clinical preparation for the APPIC/APA internship match process. Offers students training in clinical settings. Includes a seminar to offer students an opportunity to develop clinical skills in assessment, consultation, and interventions under supervision. Provides support and evaluation of the advanced fieldwork placement in which doctoral students are involved throughout the year. Led by a faculty supervisor who is the official liaison between Northeastern University and the advanced fieldwork sites. May be repeated up to five times for up to 6 total credits.

Prerequisite(s): CAEP 7744 with a minimum grade of C-

CAEP 8984. Research. (1-4 Hours)

Offers an opportunity to conduct research under faculty supervision. May be repeated up to four times.

CAEP 8986. Research. (0 Hours)

Offers an opportunity to conduct research under faculty supervision. May be repeated without limit.

CAEP 9000. Comprehensive Exam. (0 Hours)

Indicates successful completion of the doctoral comprehensive exam.

CAEP 9990. Dissertation Term 1. (0 Hours)

Offers dissertation supervision by individual members of the department. Restricted to PhD students.

Prerequisite(s): CAEP 9000 with a minimum grade of S

CAEP 9991. Dissertation Term 2. (0 Hours)

Offers dissertation supervision by members of the department.

Prerequisite(s): CAEP 9990 with a minimum grade of S

CAEP 9996. Dissertation Continuation. (0 Hours)

Supports the continued development of the dissertation.

Prerequisite(s): CAEP 9991 with a minimum grade of S or Dissertation Check with a score of REQ

EXSC 5200. Cardiopulmonary Physiology. (3 Hours)

Offers students an opportunity to gain an understanding of physiological principles of the cardiopulmonary system. Covers the structure and functional operation and regulation of the cardiopulmonary system, disease-associated physiological changes and cardiopulmonary dysfunction, and exercise-induced acute responses and physiological adaptations of the system and their applications to chronic cardiopulmonary diseases. Integrates knowledge of exercise and physical activity with cardiopulmonary health and fitness, as well as cardiopulmonary disease prevention and treatment.

Prerequisite(s): ((BIOL 2217 with a minimum grade of C- ; BIOL 2219 with a minimum grade of C- ) or EXSC 4500 with a minimum grade of C- ) or graduate program admission

EXSC 5210. Physical Activity and Exercise: Prescription, Measurement, and Testing. (3 Hours)

Studies the general principles of physical activity and exercise prescription, measurement, and testing. Offers students an opportunity to learn the fundamental concepts and techniques to measure physical activity, exercise, and related testing procedures through a hands-on approach. Topics include the use of questionnaires and activity monitors to measure physical activity; measurement of body composition, fitness, muscular strength, and endurance; and clinical exercise testing. The fundamental concepts of exercise prescription and use of measurement techniques taught in this course are applicable to careers in physical therapy, exercise physiology, and as a physician assistant. Requires prior completion of EXSC 4500 or equivalent undergraduate course or permission of instructor.

EXSC 5220. Advanced Exercise Physiology. (3 Hours)

Covers the advanced study of concepts, principles, and research in the field of exercise physiology. Discusses advanced concepts in the muscular/neuromuscular, cardiovascular, ventilatory, endocrine, and metabolic responses to exercise and exercise training. Specific study of the physiological control mechanisms regulating these systems are also addressed during periods of rest, acute exercise, and following chronic exercise training.

Prerequisite(s): EXSC 4500 with a minimum grade of D- or graduate program admission

EXSC 5230. Physical Activity and Exercise: Effects on Musculoskeletal Health and Disease. (3 Hours)

Seeks to provide a foundation for understanding the benefits of physical activity and exercise and the detrimental effects of physical inactivity and sedentary behavior on musculoskeletal health. Studies the function/dysfunction of the musculoskeletal systems resulting in common/uncommon disorders and the prevalence, etiology, and benefits of physical activity/exercise. Students apply previously learned exercise physiology principles, such as exercise prescription and neural and motor control adaptations, to physical activity and exercise. Discusses key physiological mechanisms underlying common/uncommon musculoskeletal disorders. Examines the preventive and beneficial effects of physical activity and exercise endorsed by the American College of Sports Medicine. Restricted to graduate students in exercise science and to undergraduate students minoring in exercise science.

Prerequisite(s): EXSC 4500 with a minimum grade of D- or graduate program admission

EXSC 5240. Clinical Nutrition Applications in Health and Disease. (3,4 Hours)

Prepares health professionals to effectively communicate principles of diet and nutrition to their clients and the public. Covers public health promotion strategies, techniques used to teach diet and nutrition, and behavioral theories used in diet and nutrition intervention. Emphasizes clinical applications for the treatment of weight disorders, diabetes, cardiovascular disease, eating disorders, and nutrition in the life cycle.

EXSC 5976. Directed Study. (1-4 Hours)

Offers independent course work under the direction of members of the department on chosen topics. Requires submission of a written proposal to the program adviser prior to the intended semester. May be repeated without limit.

EXSC 6202. Electrocardiography, Clinical Assessment, and Prescription. (3 Hours)

Focuses on the identification and management of chronic diseases. Offers students an opportunity to learn skills to interpret EKGs. Topics include cardiac electrophysiology, lead systems, dysrhythmia recognition and treatment, axis, infarction, ischemia, hypertrophy, and the effects of cardiovascular drugs and exercise on the EKG. Through case studies, students interpret exercise test results, prescribe exercise, and evaluate exercise programs for clinical conditions such as cardiovascular disease, pulmonary conditions, and metabolic diseases.

EXSC 6300. Internship in Exercise Science. (3 Hours)

Offers students an opportunity to obtain practical experience and to synthesize, integrate, and apply skills and knowledge learned in the exercise science curriculum in a professional environment. Field experiences are an important part of graduate education programs in exercise science. The student is expected to complete a minimum of 300 hours of supervised experience in a research or practice setting. May be repeated once.

Prerequisite(s): (EXSC 5200 with a minimum grade of D- or EXSC 5200 with a minimum grade of C- (Graduate)); (EXSC 5210 with a minimum grade of D- or EXSC 5210 with a minimum grade of C- (Graduate)); (EXSC 5220 with a minimum grade of D- or EXSC 5220 with a minimum grade of C- (Graduate))

EXSC 6400. Applied Research Methods. (3 Hours)

Studies how to conduct scientific research in exercise science. Offers students an opportunity to propose a research project and design appropriate methodology to complete the project. Includes discussions on developing research hypotheses, comparing study designs, selecting appropriate statistical analyses, and managing data collection. Incorporates interpretation of published research to support the proposed research. Students present their own research plans through scientific writing.

EXSC 6962. Elective. (1-4 Hours)

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

EXSC 6966. Practicum. (1-4 Hours)

Provides eligible students with an opportunity for practical experience. May be repeated four times.

EXSC 7991. Thesis 2. (3 Hours)

Continues EXSC 7990.

Prerequisite(s): EXSC 7990 with a minimum grade of C-

HSCI 5130. Introduction to Real-World Evidence. (2 Hours)

Introduces students to the generation of real-world evidence (RWE) from real-world data (RWD) collected through different forms of observational health data. Examines how RWE is used to inform regulators and other stakeholder groups in life sciences and healthcare. Emphasizes the role of team science in executing an RWE analysis.

HSCI 5140. Foundations of Data Models. (2 Hours)

Introduces students to design principles behind data modeling in life sciences and healthcare. Examines and compares approaches to common data models across different research communities. Explores the rationale for popular data models through the use of industry case studies.

HSCI 5150. Methods for Observational Research 1. (3 Hours)

Surveys approaches to observational research across pharmacoepidemiology, emphasizing approaches used by the Observational Health Data Sciences and Informatics community.

HSCI 5151. Methods for Observational Research 2. (3 Hours)

Examines advanced methods in conducting observational research across pharmacoepidemiology, emphasizing approaches used by the Observational Health Data Sciences and Informatics community. Focuses on using open-source software and open-science principles to conduct and interpret a real-world evidence (RWE) study.

Prerequisite(s): HSCI 5150 with a minimum grade of B- or HSCI 5150 with a minimum grade of B-

HSCI 5160. Standardization of Real-World Data. (2 Hours)

Introduces students to the principles of interoperability protocols in healthcare and life sciences to support clinical data standardization. Explores the process of extract, transform, and load (ETL) in the harmonization of healthcare data. Emphasizes real-world case studies driving current standardization approaches.

Prerequisite(s): HSCI 5140 with a minimum grade of B- or HSCI 5140 with a minimum grade of B-

HSCI 5170. Data Model Transformation. (2 Hours)

Examines the process for transforming data into a common representation that can be used across research environments. Covers the technical and business processes for data model adoption. Establishes the framework for evaluating data quality and the implementation of agile principles in data model release management.

Prerequisite(s): HSCI 5140 with a minimum grade of B- or HSCI 5140 with a minimum grade of B-

HSCI 5180. Phenotyping. (2 Hours)

Surveys the process for constructing heuristics to define a population of interest in observational research. Emphasizes the principles of phenotype curation across real-world data feeds and strategies to ensure robust, reproducible research.

Prerequisite(s): (HSCI 5130 with a minimum grade of B- or HSCI 5130 with a minimum grade of B- ); (HSCI 5140 with a minimum grade of B- or HSCI 5140 with a minimum grade of B- )

HSCI 5190. Cohort Building. (2 Hours)

Examines approaches to defining cohorts in pharmacoepidemiology, emphasizing common analytical tools, knowledge objects, and assessing the appropriateness of clinical heuristics to answer a clinical study question.

HSCI 6110. Advanced Population Characterization. (2 Hours)

Introduces students to the design principles of population-level characterization studies at scale, emphasizing the use of common data models and shared analytical approaches to implement reproducible, repeatable research.

Prerequisite(s): HSCI 5150 with a minimum grade of B- or HSCI 5150 with a minimum grade of B- or HSCI 5180 with a minimum grade of B- or HSCI 5180 with a minimum grade of B-

HSCI 6120. Advanced Population Estimation. (3 Hours)

Introduces students to the design principles of causal inference studies (population-level effect estimation) at scale, emphasizing the use of common data models and shared analytical approaches to implement reproducible, repeatable research. Covers a framework for study diagnostics including empirical equipoise, covariate balance, negative control calibration, empirical null distribution, and power.

Prerequisite(s): HSCI 5150 with a minimum grade of B- or HSCI 5150 with a minimum grade of B-

HSCI 6130. Advanced Patient Prediction. (3 Hours)

Introduces students to the design principles of patient-level prediction studies at scale, emphasizing the use of common data models and shared analytical approaches to implement reproducible, repeatable research. Covers frameworks for evaluating internal and external validity of machine learning models constructed using real-world data.

Prerequisite(s): HSCI 5150 with a minimum grade of B- or HSCI 5150 with a minimum grade of B-

HSCI 6962. Elective. (1-4 Hours)

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

HSCI 6980. Real-World Evidence Capstone. (3 Hours)

Offers students an opportunity to complete a specialized research or applied capstone project in real-world data strategy and evidence generation as part of the master’s degree. Designed to meet the specific learning and research interests of the student to prepare for a career in healthcare and life sciences. Learning experience is based on independently led activities that meet agreed-upon benchmarks with the faculty-mentor. Activities may include working with healthcare, life sciences, regulatory, and/or technology organizations.

Prerequisite(s): (HSCI 5151 with a minimum grade of B- or HSCI 5151 with a minimum grade of B- ) or (HSCI 5180 with a minimum grade of B- or HSCI 5180 with a minimum grade of B- ) or (HSCI 5190 with a minimum grade of B- or HSCI 5190 with a minimum grade of B- )

PHTH 5120. Race, Ethnicity, and Health in the United States. (3 Hours)

Explores the role of economic, social, and individual factors in explaining racial and ethnic health disparities and examines intervention approaches to eliminate them. Topics include genetic and social constructions of race and ethnicity, measuring race and ethnicity, and the differences in prevalence and patterns of disease across groups; cultural and structural factors that affect healthcare delivery, such as discrimination, racism, and health status; and public health approaches to prevention and improving healthcare delivery.

Attribute(s): NUpath Difference/Diversity, NUpath Interpreting Culture

PHTH 5202. Introduction to Epidemiology. (3 Hours)

Introduces the principles, concepts, and methods of population-based epidemiologic research. Offers students an opportunity to understand and critically review epidemiologic studies. Lectures and discussions aim to serve as a foundation for training in epidemiology, quantitative methods, and population-based health research. The course is a required introductory course for students in the Master of Public Health program and is appropriate for students who are interested in epidemiologic research. Students not meeting course restrictions may seek permission of instructor.

PHTH 5210. Biostatistics in Public Health. (3 Hours)

Offers public health students an opportunity to obtain the fundamental concepts and methods of biostatistics as applied predominantly to public health problems and the skills to perform basic statistical calculations Emphasizes interpretation and comprehension of concepts. Topics include descriptive statistics, vital statistics, sampling, estimation and significance testing, sample size and power, correlation and regression, spatial and temporal trends, small area analysis, and statistical issues in policy development. Draws examples of statistical methods from the public health practice. Introduces use of computer statistical packages. Requires permission of instructor for students outside designated programs.

PHTH 5212. Public Health Administration and Policy. (3 Hours)

Offers students an opportunity to obtain practical knowledge concerning the planning, organization, administration, management, evaluation, and policy analysis of health programs. Surveys what we know and think about public health administration and policy and what we do in practice. Introduces the main components of public health policy and administration using notable conceptual frameworks and case studies. Requires permission of instructor for students outside designated programs.

PHTH 5214. Environmental Health. (3 Hours)

Introduces the field of environmental health, which encompasses concerns related to physical, built, and social environments. Discusses the tools used to study environmental exposures and diseases. Examines environmental health hazards, the routes by which humans are exposed to hazards, various media in which they are found, and disease outcomes associated with exposures. Offers students an opportunity to become familiar with methods used to conduct environmental health research and with the federal and state agencies responsible for protecting environmental health.

Attribute(s): NUpath Capstone Experience

PHTH 5222. Health Advocacy. (3 Hours)

Seeks to educate students about the role of advocacy in public health while providing tools and support to address current healthcare issues. Provides information and theory about advocacy, education, and community organizing in public health practice and skills geared toward direct application. Covers various techniques related to developing and conducting an advocacy project within a community setting. Offers students an opportunity to develop, communicate, and refine a community-based advocacy program. Requires permission of instructor for students outside designated programs.

PHTH 5226. Strategic Management and Leadership in Healthcare. (3 Hours)

Focuses on management challenges facing healthcare organizations, particularly community-based agencies and their role in the public healthcare delivery system. Introduces strategic thinking and leadership approaches that must be considered for managing a successful healthcare organization. Selected topics include strategic planning; organizational development and the barriers to organizational change; relationship management with key internal and external constituencies; marketing, financial management, and contract negotiation; evolving principles of health insurance and the changing role of the consumer; and the key elements for effective organizational leadership in today’s evolving healthcare marketplace. When appropriate, outside experts are used to supplement readings, case studies, and lecture and discuss practical real-world challenges in leading various healthcare initiatives. Requires permission of instructor for students outside designated programs.

PHTH 5230. Global Health. (3 Hours)

Presents an overview of global health issues and focuses on less economically developed countries. Covers measures of disease burden; demography of disease and mortality; Millennium Development Goals (under the auspices of the United Nations); infectious diseases such as HIV/AIDS, tuberculosis, and malaria and their prevention; vaccine utilization and potential implications; chronic diseases; tobacco-associated disease; nutritional challenges; behavioral modification; mother and child health; health human resources; and ethical issues in global health.

Attribute(s): NUpath Capstone Experience

PHTH 5232. Evaluating Healthcare Quality. (3 Hours)

Focuses on the conceptual and methodological foundations for evaluating the quality of care of healthcare providers—both individual providers and healthcare organizations. Aimed at students pursuing careers in public health, public policy, healthcare management, and the various health professions in the growing field of quality evaluation and improvement. Also designed to give healthcare providers an appreciation for how they may be evaluated. Examines scientific issues in the measurement of quality of care as well as key quality evaluation methods. Also covers the use of risk adjustment and other methodologies for comparing the quality of healthcare providers. Focuses on mechanisms that assess quality, including licensure, accreditation, and board certification.

PHTH 5234. Economic Perspectives on Health Policy. (3 Hours)

Uses basic economic concepts to illuminate the many factors that shape health, healthcare, and the healthcare system in the United States. Examines the role of these concepts in explaining the challenges faced in achieving three core goals of the healthcare system: increasing access, limiting cost, and improving quality. Explores how policy makers, market participants, and others can remedy access, cost, and quality deficiencies. Illustrates how economic concepts can be applied to the study of health and health behaviors.

PHTH 5236. Food, Nutrition, and Health. (3 Hours)

Offers a capstone experience to explore public health nutrition issues among individuals, communities, and populations living in urban settings. Emphasizes planning, implementation, and evaluation of programs and policies to improve nutrition and reduce food insecurity among vulnerable populations. Complements familiarity with concepts of nutrition knowledge with real-world activities and experiences. Focuses on integrating and synthesizing information to analyze, explain, and address problems in healthcare, community, and public health.

Attribute(s): NUpath Capstone Experience

PHTH 5300. Project Management in Public Health. (1 Hour)

Presents principles of project management as applied to public health organizations and their programs. Offers students an opportunity to learn the components of the project management life cycle, including human resource components, material resources, and related components.

PHTH 5310. Budget Principles in Public Health. (1 Hour)

Details the public health revenue and funding environment, identifies key budget development functions, and describes the importance of utilizing the budget process for sound management of the programs. Public health programs in public agencies and nonprofit organizations require managerial skills to assure that programs are implemented efficiently and effectively. Funding for public health frequently comes from governmental revenue sources—federal and state budgets or grants from government or foundations. It is critical that the funds are utilized well and appropriate to the objectives of the agency and program. Advancing the environment for public health through effective budgeting and promotion of program impact is important to support the continued funding for public health. The course takes students through these topics and offers them the opportunity to gain the practical experience of developing a budget for a public health program as the central activity.

PHTH 5320. Grant Writing in Public Health. (1 Hour)

Explores the grant funding landscape, identifies different types of funders and grants,and identifies potential funders. Offers participants an opportunity to develop their skills in grant writing and in reviewing grants, to develop a grant proposal, and to understand the submission and peer review process.

PHTH 5350. Using SAS in Public Health Research. (1 Hour)

Introduces students to the SAS statistical software system to manage, report, summarize, and analyze public health data. The SAS suite can be used to provide a broad analysis of different types of data. Public health research often requires one to access, manipulate, and analyze data sets relating to individuals, groups, or healthcare systems. Explores approaches in SAS to accessing data sets, data manipulation, working with multiple data sets, summarizing and reporting data, and analytic results. Includes various statistical methods and testing procedures, such as t-tests, chi-square tests, and linear regression, to illustrate applications of SAS. The second part of the course explores more advanced programming methods including SAS macros, using the Output Delivery System (ODS), and data arrays.

Prerequisite(s): PHTH 5210 with a minimum grade of B- or PHTH 5210 with a minimum grade of B-

PHTH 5540. Health Education and Program Planning. (3 Hours)

Focuses on underlying concepts of health education and explores current health education issues that require intervention. Covers program planning models and theories used in health education. Offers students an opportunity to develop a working knowledge of the planning process for health education through the analysis of case studies and by creating a program plan to address a health issue of their choice.

Prerequisite(s): (ENGL 1102 with a minimum grade of C or ENGL 1111 with a minimum grade of C or ENGW 1102 with a minimum grade of C or ENGW 1111 with a minimum grade of C or ENGW 1113 with a minimum grade of C or ENGW 1114 with a minimum grade of C ) or graduate program admission

Attribute(s): NUpath Writing Intensive

PHTH 5603. Qualitative Methods. (4 Hours)

Introduces the principles and use of common qualitative methods with a particular focus on their application in the social sciences. Students practice designing qualitative research. Offers students an opportunity to gain experience using diverse analytic and theory building techniques, conducting field observations and interviews, and analyzing content. Examines the foundation of core concepts in research. Topics include objectivity, bias, empiricism, validity, triangulation, and ethical issues surrounding human subjects—such as confidentiality, anonymity, and vulnerable populations.

PHTH 6130. Public Health Technologies: Ethics and Equity. (3 Hours)

Offers students an opportunity to develop an understanding of the multiple forms of technology that are deployed to advance both healthcare and public health and the broad range of ethical challenges and individual and community-level disparities associated with these technologies. Examines theoretical and conceptual frameworks to address disparities associated with public health technologies. Explores case studies to understand how a social justice framework can be applied to the development, implementation, and evaluation of public health technologies.

PHTH 6200. Principles and History of Urban Health. (3 Hours)

Focuses on the aspects of urban development and life that impact the health and well-being of city residents. Offers students an opportunity to learn about the impact of migration patterns, built environments, occupational stratification, and other cultural and community contextual factors that impact health status and healthcare access. Examines the level of overall health and healthcare found in urban populations, particularly the urban poor, and the disproportionate impact on racial and ethnic minorities in the United States and elsewhere. Considers public policy approaches for addressing the unique health issues of urban areas. Examines urban health issues both from a national and international perspective. Requires permission of instructor for students outside designated programs.

Attribute(s): NUpath Capstone Experience

PHTH 6202. Intermediate Epidemiology. (3 Hours)

Offers an intermediate-level course covering key principles, concepts, and methods of population-based epidemiologic research. Topics include observational study designs, measures of disease occurrence and association, validity and bias, confounding, effect modification, multivariate analysis for stratification and adjustment, critical appraisal and meta-analysis, mediation analysis, missing data analysis, and concepts and methods for strengthening causal inference. Offers graduate students unique opportunities to engage in practical applications, including critical reviews of published epidemiologic journal articles, and to conduct hands-on analyses of empirical datasets using SAS statistical software. Designed to serve as a foundation for further advanced training in specialized branches of epidemiology, quantitative methods, and epidemiologic research.

Prerequisite(s): PHTH 5202 with a minimum grade of B-

PHTH 6204. Society, Behavior, and Health. (3 Hours)

Explores individual, interpersonal, and social influences on health. Offers students in public health an opportunity to learn the application of the social and behavioral sciences. Examines foundations of public health, including prevention and the prevention paradox, theories of disease causation, and public health ethics. In addition, multilevel influences on health are examined, including behavioral theories and social determinants of health. Throughout the semester, attention is paid to disparities in health. Finally, we examine strategies to reduce health disparities, such as education, interventions, and policy-level changes, and discuss their relative effectiveness. Requires permission of instructor for students outside designated programs.

PHTH 6208. Urban Community Health Assessment. (3 Hours)

Offers students an opportunity to develop a basic understanding of the complex public health issues confronting urban communities across the nation. Uses a community organization and development framework for public health practice. Seeks to provide skills, tools, and experiential learning opportunities that result in community assessments that may be used in public health planning, programming, and policy. Covers key principles and methods for conducting community health assessments utilizing a range of quantitative and qualitative methods, including community epidemiology, major data sets, surveillance data, behavioral risk and other population-based surveys, as well as other primary and secondary data sources. Includes collaborative and interactive exercises, including self- and group reflection, Internet and contemporary media exploration, and in-class discussions. Requires permission of instructor for students outside designated programs.

PHTH 6210. Applied Regression Analysis. (3 Hours)

Builds upon the fundamental concepts and methods of biostatistics with applications to health disciplines. Topics include hypothesis testing, analysis of variance, linear regression, multiple regression, and logistic regression. Examples and readings are drawn from the public health literature. The SAS statistical software package is introduced and used throughout the course.

Prerequisite(s): PHTH 5210 with a minimum grade of B-

PHTH 6224. Social Epidemiology. (3 Hours)

Focuses on social epidemiology, which is defined as the study of the distribution and determinants of health in populations as related to the social and economic determinants of health. Includes theories, patterns, and controversies, as well as programs and policies that can be applied to address health inequalities. Readings include articles that situate one dimension of social epidemiology with articles addressing the empirical patterns, address prevailing theories and controversies regarding the causes of the inequalities, as well as address interventions or policies that may be applied to address the inequalities.

Prerequisite(s): (PHTH 5202 with a minimum grade of B- or PHTH 5202 with a minimum grade of B- ); (PHTH 5210 with a minimum grade of B- or PHTH 5210 with a minimum grade of B- )

PHTH 6320. Qualitative Methods in Health and Illness. (3 Hours)

Discusses qualitative inquiry in general and specifically in topics related to public health and experiences of self, health, illness, and the body. Qualitative research aims to achieve in-depth and contextual understanding of people, culture, and societies and usually employs texts, interviews, published materials, images, and focus group discussions as sources of data. The course integrates theoretical and methodological readings and discussions with designing and conducting a qualitative project. Offers students an opportunity to understand meanings of health, illness, and the body in a variety of “local worlds” and reflect on their importance for informing policy, public health, research, and practice. Requires prior completion of one undergraduate- or graduate-level course in research methods.

PHTH 6400. Principles of Population Health 1. (3 Hours)

Seeks to provide students with historical background and methodological and critical-thinking tools needed to perform high-quality, interdisciplinary research in population health. Using a problem-solving and interdisciplinary framework, offers students an opportunity to gain the skills to develop research hypotheses, design research strategies, analyze data to test study hypotheses, and communicate their findings both orally and in writing. Also offers students an opportunity to gain experience in research methodology and application of basic methods for population health research, including epidemiological and biostatistical concepts. Finally, students demonstrate their mastery of these skills through problem sets and through written proposals that include communication of preliminary data.

Prerequisite(s): PHTH 5210 with a minimum grade of C- or PHTH 5210 with a minimum grade of D-

PHTH 6410. Principles of Population Health 2. (3 Hours)

Continues PHTH 6400, exploring additional population health research topics and methods and applying more advanced biostatistical and epidemiological analysis methods.

Prerequisite(s): PHTH 6400 with a minimum grade of C-

PHTH 6440. Advanced Methods in Biostatistics. (3 Hours)

Explores in detail the analysis of complex survey design, including adjustments for cluster sampling, weighting, and stratification. Designs that incorporate clustering of data are common in health science research. These designs are characterized by data that capture nonindependent repeated measurements on primary sampling units or that collect data with schemes more complex than simple random sampling. The statistical analyses of these types of data need to include appropriate adjustments to provide proper estimates and accurate testing. The second part of the course investigates the use of mixed regression models to analyze repeated measurements on individuals, multilevel data, and growth models.

Prerequisite(s): PHTH 6210 with a minimum grade of C-

PHTH 6800. Causal Inference in Public Health Research. (3 Hours)

Exposes students to causal inference approaches, including causal diagrams and counterfactual theory. Students are also asked to draw upon their own research experiences and prior epidemiology training to evaluate public health studies. Covers how to apply the fundamental concepts of counterfactuals and causal diagrams; assess threats to validity in study designs and analysis, including confounding, selection bias, and measurement error/misclassification; evaluate the validity of a public health research study’s design and analysis with respect to addressing causal questions; and critically analyze scientific literature and apply findings to clinical or policy decisions. Offers students an opportunity to think critically and rigorously about the implications of study design and analysis toward addressing public health questions.

Prerequisite(s): PHTH 6202 with a minimum grade of C-

PHTH 6801. Causal Inference 1. (4 Hours)

Introduces causal inference approaches, including causal diagrams and counterfactual theory. Draws upon personal research experiences and/or prior training. Covers insights on how to apply the fundamental concepts of counterfactuals and causal diagrams; assess threats to validity in study designs and analysis including confounding, selection bias, and measurement error/misclassification; evaluate the validity of a research study’s design and analysis with respect to addressing causal questions; and critically analyze scientific literature and apply findings to decisions. Offers students an opportunity to think critically and rigorously about the implications of study design and analysis toward addressing questions.

PHTH 6802. Causal Inference 2. (4 Hours)

Continues PHTH 6801. Expands on foundational knowledge of causal inference by examining time-varying exposures, introducing the g-formula for estimating standardized outcome distributions, and unraveling the intricacies of marginal structural models. Navigates through key topics, including static and dynamic treatment regimes. Engages in discussions on sensitivity analysis, graphical models, identification algorithms, and the complex domain of causal discovery. Examines advanced techniques in causal inference, offering students an opportunity to apply theoretical principles to practical scenarios. Tackles challenging aspects such as time-varying exposures and sophisticated modeling techniques in the pursuit of accurate and meaningful outcomes.

Prerequisite(s): PHTH 6800 with a minimum grade of B or PHTH 6801 with a minimum grade of B

PHTH 6810. Survival Analysis. (4 Hours)

Focuses on the theoretical understanding and computational analysis of time-to-event data, which may or may not be censored or truncated through the course of their collection. Presents foundational nonparametric methods, such as the log-rank test and Kaplan-Meier curves and a deeper discussion of the Cox proportional hazards model. Discusses power and sample size techniques for methods. Reviews examples from public health, clinical trials, and large-scale observational health studies.

PHTH 6820. Design and Analysis of Clinical Trials. (4 Hours)

Presents theoretical and computational aspects of conducting clinical trials research. Covers topics such as phase 1, 2, 3, and 4 trials. Explores creation of a statistical analysis plan, adaptive study designs, randomization techniques, interim monitoring, and reporting. Offers students an opportunity to practice a programming language for regulatory decision making, a solid foundation in the theoretical and computational aspects of conducting clinical trials research, and exercising the skills needed for success in this critical field. Applies theoretical concepts through practical exercises.

PHTH 6830. Generalized Linear Models. (4 Hours)

Focuses on selecting, fitting, and evaluating the general class of generalized linear models. Emphasizes linear, logistic, Poisson, and proportional hazards regression in addition to time series analyses. Stresses proper construction of models through the evaluation of modeling assumptions and assessment of model diagnostics. Introduces concepts of confounding, effect modification, and methods for missing data. Offers students an opportunity to fit, evaluate, and appropriately communicate and visualize the results of modeling techniques using a programming language and statistical software packages, as well as practice on techniques for data cleaning on real examples of messy data.

PHTH 6880. Statistical Consultancy. (1 Hour)

Offers students an opportunity to demonstrate skills including problem solving, communication, visualization, and adaptability through a consultancy small group project. Students work in interdisciplinary groups in a consultancy role. Topics include problem solving, consulting session management, written and oral communication, research ethics, experiment design, data collection, and application of statistical and data visualization methods with real-world problems. May be repeated once.

Prerequisite(s): MATH 5010 with a minimum grade of B ; PHTH 6830 with a minimum grade of B

PHTH 6910. Public Health Capstone. (3 Hours)

Offers students an opportunity for scholarly work on-site in a range of diverse public health settings reflective of their particular urban health focus. Students have an opportunity to integrate their theory and practice experiences in a major research, program planning, program implementation, policy development, management, service delivery, or evaluation project. Student-led and designed in consultation with community partners and faculty advisors, seeks to support students in the implementation and completion of their projects.

Prerequisite(s): PHTH 6966 with a minimum grade of B-

PHTH 6962. Elective. (1-4 Hours)

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

PHTH 6966. Practicum. (3 Hours)

Provides eligible students with an opportunity for practical experience.

PHTH 7101. Qualitative Research Design. (4 Hours)

Introduces the logic of qualitative inquiry and various qualitative data collection strategies including field observation, in-depth interviews, focus groups, and archival materials. Suitable for students in a range of social scientific disciplines including anthropology, sociology, political science, public policy, criminal justice, population health, nursing, and applied psychology. Offers students an opportunity to obtain a foundation for essential aspects of research design as well as hands-on experience in data collection techniques around a topic of the student’s choosing.

PHTH 7102. Qualitative Data Analysis. (4 Hours)

The goal of this course is to introduce students to methods for analyzing different forms of qualitative data. The course will train students in developing coding strategies to analyze qualitative data and introduces them to qualitative data software. Students will learn how to apply deductive and inductive coding, how to develop coding structures appropriate for various genres (e.g., exploratory, descriptive, narrative), and how to theorize from qualitative data. Students will receive extensive training in writing up qualitative research findings, from analytic memos to a publishable paper or dissertation chapter.

Prerequisite(s): PHTH 5603 with a minimum grade of C or PHTH 7101 with a minimum grade of C

PHTH 7103. Mixed Methods Research. (4 Hours)

Introduces the theory and practice of mixed method inquiry in the social sciences, broadly defined. Presents an overview of historical roots of mixed methods research, the major paradigms driving contemporary mixed methods research, and the four most common research designs applied in mixed methods research (concurrent, sequential, embedded, and multiphase). Studies how to evaluate the validity and quality of mixed methods research. Offers students an opportunity to develop a research protocol for a mixed methods research project.

PHTH 7976. Directed Study. (1-3 Hours)

Offers the student the opportunity to bring individual, concentrated attention to a particular public health topic or competency area as arranged and agreed upon in advance by a faculty member and the student. This option is generally recommended when the student desires a more intensive analysis of a particular subject. May be repeated without limit.

PHTH 8960. Exam Preparation—Doctoral. (0 Hours)

Offers students an opportunity to prepare for the PhD qualifying exam under faculty supervision.

PHTH 8984. Research. (1-4 Hours)

Offers an opportunity to conduct research under faculty supervision. May be repeated without limit.

PHTH 8986. Research. (0 Hours)

Offers an opportunity to conduct research under faculty supervision. May be repeated without limit.

PHTH 9000. PhD Candidacy Achieved. (0 Hours)

Indicates successful completion of program requirements for PhD candidacy.

PHTH 9990. Dissertation Term 1. (0 Hours)

Offers doctoral students an opportunity to work with their advisors and doctoral research committees to perform their doctoral research and to write their dissertation.

Prerequisite(s): PHTH 9000 with a minimum grade of S

PHTH 9991. Dissertation Term 2. (0 Hours)

Offers dissertation supervision by members of the department.

Prerequisite(s): PHTH 9990 with a minimum grade of S

PHTH 9996. Dissertation Continuation. (0 Hours)

Offers continuation of dissertation research to doctoral students.

Prerequisite(s): PHTH 9991 with a minimum grade of S or Dissertation Check with a score of REQ