Parkinson School of Health Sciences and Public Health

Loyola University Chicago's Parkinson School of Health Sciences and Public Health brings together our call as a Jesuit institution to go to the frontiers of education, research, and practice, and help people who live at the margins.

An established leader in health care education with the Stritch School of Medicine and the Marcella Niehoff School of Nursing, the Parkinson School of Health Sciences and Public Health draws on those strengths to address today’s public health challenges and train the next generation of experts in public health, health systems and informatics, dietetics, exercise science, and medical laboratory science.

Flexible degree programs as well as certificates in applied health sciences, health care administration, and public health meet student, community, and industry needs. The Parkinson School includes programs for undergraduate and graduate students, as well as career professionals who seek additional skills or a career change. Innovative and accessible program formats for adult learners along with traditional undergraduates include online instruction and hybrid learning programs on Loyola’s Health Sciences Campus and Lakeshore campuses.

Parkinson School of Health Sciences and Public Health Policies

Each student is required to abide by Loyola University Chicago policies in addition to Parkinson School of Health Sciences and Public Health policies. Loyola policies for undergraduate students may be found in the University Catalog. Parkinson School handbooks and policies are listed below:

Academic Advising and Program Planning

Program Directors for each of the study options provide support and guidance to the student during their program of study. Program Directors are available to discuss professional growth, career guidance, and professional opportunities.

In the Loyola undergraduate academic advising model, the First and Second Year Advising (FSYA) Office serves the academic advising and support needs of students in all academic programs through the first two years of their college experience. This central advising office provides students with academic advising services and referrals to campus partners (accessibility services, wellness center, career services, tutoring center, writing center, study abroad, international student services, etc.) that contribute to a successful transition from high school to college.

Academic advising for the junior and senior undergraduate students is conducted by an academic advisor within the Parkinson School with all the same services and academic counsel targeted specifically to the student academic program.

The role of academic advising within the Parkinson School of Health Sciences and Public Health is to support students in their academic endeavors, in making informed and responsible decisions, and in setting and achieving short- and long-term goals. Advisors provide counsel and resources to students on a variety of topics, including:

A course of study plan at Loyola, and deciding what courses to take in the upcoming semesters
Degree requirements for all majors and minors
University policies and procedures and other important academic information
Academic success strategies
Registration concerns and LOCUS help
Graduation audits
Transfer credit
Academic performance
Academic probation and dismissal
Repeating courses
Incomplete grades
Dropping a class
Change of Major

Academic Dismissal

Any student who has been on probation for at least two consecutive terms and has not achieved a cumulative GPA of 2.0 will be dismissed from Loyola University Chicago due to insufficient academic performance. A student may appeal their dismissal to their Academic Dean’s Office. Academic dismissal is stated on a student’s transcript. A student who has been academically dismissed may not apply for readmission to the University until one fall or spring term has elapsed. A student dismissed for academic insufficiency may be required to demonstrate acceptable academic achievement at another accredited college or university before readmission is approved. Courses to be taken elsewhere must be pre-approved by the student’s advising dean or director and a minimum grade of “C+” or higher must be earned in all such coursework. A student readmitted to the University after academic dismissal will be readmitted on academic probation.

Dismissal for Poor Scholarship

Students who fail to achieve the required GPA for the undergraduate program in Parkinson will be dismissed for poor scholarship unless placed on probation.

Students dismissed due to poor scholarship may appeal their dismissal by submitting the Academic Form: Course Grade Dispute - Undergraduate Students. Students enrolled in more than one school may only submit one appeal to the Dean’s office of their choosing from which they were dismissed. This form is the student’s opportunity to explain any mitigating circumstances as to why the student’s dismissal should be reconsidered. Documentation must be provided to support the student’s position. This form is the only approved process to submit such a request.

A dismissal will be overturned only when a student is able to produce specific documentation that proves University error or extraordinary circumstances beyond the student’s control that warrant an exception to University academic policies.

The appeal must be made within 10 business days of the date of email notification of academic dismissal. The academic Dean’s office may determine that a student meeting is required after the appeal is submitted. Appeal decisions will be made within 10 business days of the receipt of the appeal.

A student may request an appeal decision made by an Assistant or Associate Dean to be considered by the Dean. Appeal decisions made by the Dean are final.

Dismissal for Non-Academic Reasons

Definition: Dismissal is removal from Parkinson School and possibly LUC according to their respective policies.

The Parkinson School reserves the right to dismiss a student regardless of GPA for reasons related to violations in professional role responsibilities, academic integrity or ethical practice. The student who is subject to dismissal from the Parkinson School is advised to meet with their Academic Advisor for support and guidance.

Readmission Application following a Dismissal

A student may apply for readmission into Parkinson one time. The student who seeks readmission to the Parkinson School is required to meet with their Academic Advisor to discuss the process. The Academic Advisor will then meet with the respective program director and the student will be informed of the decision within one business week via email.

A student may apply for readmission to the program after 1 semester (excluding summer sessions) but no later than 1 calendar year from the date of dismissal.
Following readmission after dismissal, if a student receives a grade of WF, NP, or less than a C- in a single course required for the major, the student will be dismissed from the program without an option for readmission.
Following readmission after dismissal, if the student does not raise the cumulative GPA to ≥2.00 at the end of the next semester or after 9 credit hours of graded study, and maintain the cumulative GPA ≥2.00 for the duration of the program, the student will be dismissed from the program without an option for readmission.

Students in their first semester at Loyola University Chicago cannot be dismissed from their program due to low GPA and/or poor grades. The first semester is a grace period for new students to adapt to their program and/or college life. These students can include first semester freshmen or first semester external transfer students.

Academic Expectations

The Parkinson School is committed to providing its students, faculty, staff and guests with an environment that is respectful, safe, and conducive to learning, teaching, and employment. Students agree to be honest and ethical in all academic and clinical work. The student is obligated to report any observed dishonesty to the Course Instructor, Program Director or Department Chair. A consequence of academic dishonesty may result in failure in the course in which the dishonesty occurred. Greater sanctions may be imposed, including dismissal from the Parkinson School. The Parkinson School abides by the University Academic Integrity policy that clearly defines plagiarism and academic cheating and the consequence of academic dishonesty.

Exemplary behavior, consistent with the standards of the profession, is expected at all times. The student is expected to maintain integrity and abide by the standards of professional practice as further discussed in the following sections. The student is responsible for adhering to the policies in this handbook and acknowledges acceptance of this student handbook.

These standards and regulations are found here.

Academic Honors, Awards, and Scholarships

President's Medallion

The Parkinson School submits a single nominee for President’s Medallion. The nominee pool Includes students enrolled in BS Healthcare Administration, BS Exercise Science and BS in Public Health. The top 25% of Parkinson School students are considered and nominations are requested from faculty. Nominations are reviewed by the appropriate committee and interviews are conducted. Committee recommendations are given to Dean. The Dean makes final recommendation to the University Committee.

Dean's List

The Parkinson School Dean's List is a semester-by-semester acknowledgement of fulltime students (taking 12 credit hours or more) who obtain a 3.5 term grade point average or higher in any given academic semester. Students on the Dean's List receive a personal acknowledgement from the Dean. Note: only students majoring within Parkinson can make the Parkinson’s Dean’s List.

Alpha Sigma Nu

Alpha Sigma Nu is the international honor society of Jesuit institutions of higher education. The society was founded in 1915 to honor a select number of students each year on the basis of scholarship, loyalty, and service. Alpha Sigma Nu is unique among honor societies in that it seeks to identify the most promising students in Jesuit schools. Inductees demonstrate an intelligent appreciation of and commitment to the ideals - intellectual, social, moral, and religious - of Jesuit higher education.

Selection to Alpha Sigma Nu is one of the highest honors that can be given on a Jesuit campus. Junior and Senior students who are in the top 15% of their class academically, and have a demonstrated record of service and loyalty to the Jesuit ideals of education, are considered for membership. Academic and service honors and awards specific to the Exercise Science, Healthcare Administration or Public Health majors are detailed in the Program specific policies.

Celebration of the Magis

Celebration of the Magis, a wonderful tradition that honors all graduating seniors from Parkinson’s three undergraduate programs: Exercise Science, Healthcare Administration, and Public Health. Students are honored in several ways including the following awards:

The Research Excellence Award is given to students who has demonstrated exemplary commitment and accomplishment while completing their senior research project. Nominations for this award are solicited from faculty.
The Internship Excellence Award is bestowed upon Exercise Science, Healthcare Administration, and Public Health students who have demonstrated exemplary commitment and accomplishment while completing their academic internships. Nominations for this award are solicited each year from faculty in each program. Faculty take into consideration their own experiences with the student, as well as feedback from the student’s internship preceptor.
The Spirit of Saint Ignatius Award honors a student or group of students from each of the Parkinson programs who best exemplify the “Spirit of Saint Ignatius.” The awardees demonstrate a positive influence on their peers and the community, as well as demonstrate Jesuit values. Nominations for this award are solicited from faculty.
The Advocacy and Leadership Award is presented to students from the Parkinson programs who demonstrate loyalty to the philosophy of their program. Awardees demonstrate leadership abilities, as well as service to their community. Awardees advocate for quality healthcare that is accessible to those in need. Final selection is based on leadership, service, and scholarship.
The Dean’s Gold Medallion is the highest honor awarded by Parkinson School of Health Sciences and Public Health. It is presented to one graduating student from each Parkinson program who exemplifies Jesuit values and who demonstrates excellence in scholarship, leadership, and service.

Academic Integrity

Failing to meet the following standards is a serious violation of personal honesty and the academic ideals that bind the University into a learning community. These standards apply to both individual and group assignments. Individuals working in a group may be held responsible if one of the group members has violated one or more of these standards.

To maintain our culture of excellence and integrity, students are not to use AI assisted technology in the classroom unless they are specifically authorized to do so by their faculty for an assignment, a test, a quiz, or any deliverable that will be graded. The use of AI tools may be grounds for an F on the assignment, the course or potential dismissal from the university.

Students may not plagiarize. Plagiarism involves taking and using specific words, phrases, or ideas of others without proper acknowledgement of the sources. Students may not:
1. Submit material copied from a published or unpublished source.
2. Submit material that is not cited appropriately.
3. Use another person's unpublished work or examination material.
4. Allow or pay another party to prepare or write an assignment.
5. Purchase, acquire, or use a pre-written assignment for credit.
6. Use generative artificial intelligence to complete or write assignments or exams, partially or fully, without prior permission of the instructor.
Students may not submit the same work for credit for more than one assignment (known as self-plagiarism). If a student plans to submit work with similar or overlapping content two or more times for any purpose, the student should consult with all instructors prior to submission of the work to make certain that such submission will not violate this standard.
Students may not fabricate data. All experimental data, observations, interviews, statistical surveys, and other information collected and reported as part of academic work must be authentic. Any alteration, e.g., the removal of statistical outliers, must be clearly documented. Data must not be falsified in any way.
Students may not collude.
1. Students may not work with others on any exam, assignment or portion of an assignment without permission from the instructor.
2. Students’ work with one another on an exam or assignments may not exceed the terms of their instructors’ directions for collaboration as part of the assignment.
3. Students may not use work submitted by another student in a previous semester of a course.
Students may not cheat.
1. Students may not obtain, distribute, or communicate examination materials prior to the scheduled examination without the consent of the instructor.
2. Students may not take an examination by proxy.
3. Students may not attempt to change answers after an examination or an assignment has been submitted.
4. Students may not falsify medical or other documents for any reason.
5. Students may not use unauthorized study aids in an exam. Examples include, but are not limited to:
  1. Bringing notes into an exam that does not allow outside materials.
  2. Programming equations into a calculator when the instructor has indicated that students are to be tested on the recall of those same equations.
  3. Using any electronic device that allows students to look up, translate, calculate, or communicate information with someone else.
6. Students may not facilitate academic misconduct.
  1. For example, a student may not allow another student to copy from their exam or give their own work to another student.

Academic Probation

There are 2 types of academic probation: Academic Standing and Progress Toward a Degree.

Any undergraduate student who fails to maintain a 2.0 cumulative GPA (C Average) is placed on academic probation. To calculate the grade point average (GPA), averages are NOT rounded, i.e., 3.490 is not rounded to 3.50. While on academic probation, a student must earn a minimum term GPA of 2.3 in the next term enrolled. A student may continue on academic probation for as long as in each term of enrollment, a minimum term GPA of 2.3 is achieved. If a student is not able to earn the minimum GPA of 2.3 after being placed on probation and does not achieve a minimum cumulative GPA of 2.0, they may be dismissed from Loyola University Chicago due to insufficient academic performance. While on academic probation, a student will be limited to 15 credit hours in a fall or spring term until the 2.0 is reached.

Students may also be placed on academic probation for not making progress toward degree completion. Any student whose cumulative GPA is 2.0 or better but who fails to show timely progression toward completion of their degree requirements may, at the discretion of their dean, be placed on probation. In such cases, the dean may require a contract defining the terms under which the student can remove themselves from probation.

Continued Probation

Any student who achieves a term GPA of at least 2.3 during the term of probation, while not yet achieving a cumulative GPA of 2.0, will be continued on probation. To calculate the grade point average (GPA), averages are NOT rounded, i.e., 1.99 is not rounded to 2.0.

Academic Standards and Regulations

Each student is required to abide by Loyola University Chicago policies as well as Parkinson School policies. University policies may be found in the university catalog here.

Student may be admitted to the major as freshmen, internal or external transfers. A minimum cumulative GPA of 2.00 is required to transfer into Parkinson from another Loyola undergraduate degree or as an external transfer. Internal transfers need an established LUC GPA in order to be admitted (i.e. first year students in their first semester need to wait until final grades post in order to apply for an internal transfer).

Grade Requirements

A minimum GPA of 2.00 is required to progress in the undergraduate programs with a minimum grade of C minus in all major courses required for the major. If a student fails to achieve a “C minus” grade, the course must be retaken. A course may be taken two times without permission. If a student needs to retake a course for the third time they must have that approved by their program director. Students cannot take required major courses for Pass/ No Pass.

Appeal to Register Over the Credit Hour Limit

Students may not enroll in more than 18 credit hours in one semester (Fall or Spring) and may not enroll in more than 8 credit hours in one 6-week summer session (Summer) without approval from their program of study. Students should contact their academic advisors and complete the required form. If approved, the maximum number of credits that may be taken in a fall/spring semester is 21 credits.

Juniors and seniors must have a 3.00 cumulative GPA in order to appeal to register for over the credit hour limit. First-year students and sophomores ordinarily are not given permission to enroll in excess hours.

Attendance Policy

The undergraduate attendance policy specifies the role of students, instructors and university administrators in cases when students are absent from one or more classes.

The university does not require faculty to take attendance; however, if faculty use participation/ attendance in their grading rubric, they must include this policy on the course syllabus which must clearly define the consequences for non-attendance. If participation/attendance is identified as a portion of the students’ final grade, faculty must maintain a record of students’ attendance throughout the term.

Excused Absences

The university recognizes there are times when students must miss class due to extenuating circumstances. Regardless of the attendance policy of the faculty, the following are considered excused obligations and are not to be counted as absences in the class. Excused absences do not preclude the need to fulfill specific program requirements.

Jury duty, with appropriate documentation.
Short Term Military Obligation - Veterans Current Students
1. This activity must be documented and provided to the faculty in advance of the activity.
2. The documentation must be verified by the director or assistant director in the Military Veteran Student Services Office, who has confirmed that the student has orders to report for a short-term military obligation.
Day(s) for Religious Observances
Participation in Division-1 athletics or other university-sanctioned events: Travel & Competition Policy
1. This activity must be documented and provided to the faculty in advance of the activity.
2. The documentation must be verified by an administrator who is directly related to the activity (e.g. Division-1 athletics representative; musical group director; student development representative, etc.).
Absences resulting from legally mandated accommodation requirements (e.g., Title IX, ADA, etc.).
In the event of a state or national pandemic, the institution retains the right to amend this attendance policy.

Making Up Work from a Missed Class

The excused absences outlined above require the faculty to facilitate alternative means for students to make up classwork and/or get notes from a lecture. Labs, clinical hours, group work, performance, studio art, and other field-based classes are the exceptions to this because it may be impossible to make up classwork.

Unexcused Absences

Absences not listed above are unexcused. The ability to make up class work because of an unexcused absence is at the discretion of the faculty, as outlined in the faculty’s attendance policy noted on syllabi. Note that the Loyola University Chicago Wellness Center does not provide documentation for absences.

Coursework completed outside of LUC

The Parkinson School abides by the policies of LUC regarding coursework taken outside of LUC. If a student anticipates transfer course credit from a course taken outside of LUC, the student must obtain approval from their Academic Advisor and their Program Director prior to enrolling in coursework outside of LUC. Failure to obtain prior approval may result in non-acceptance of transferred credit hours. The form to request approval of courses taken outside of Loyola can be found: Appeal For Permission to Take Courses Elsewhere.

Cumulative GPA Requirement

Students must maintain a grade point average of at least 2.00 to be in good academic standing. Graduation from the university requires at least a 2.00 average for all coursework attempted and a minimum of a least a 2.00 average in a student's major.

Degree Conferral and Graduation

The conferral of the BS degree occurs after an audit confirms that the student has completed all program plan requirements. The degree is conferred following the date specified by Loyola University Chicago and is noted on the student’s official transcript.

The process of degree conferral is different than the application for, and participation in, the Loyola University Chicago commencement ceremony.

All students must apply for graduation (degree conferral) in LOCUS, regardless of the semester in which they complete the program, or their intent to participate in the commencement ceremony. Deadlines for graduation application are posted on the Loyola University Chicago website. If a student applies for graduation but does not complete the degree requirements by the end of the intended graduation semester, the student must submit a new graduation application. The Loyola University Chicago commencement ceremony is held once each year, in May, at the Lake Shore Campus. Students receive an invitation to participate in the commencement ceremony from Graduation Services. For all inquiries pertaining to commencement, students should email here for assistance.

Email Policy

The Parkinson School will only send e-mails to the student’s LUC e-mail account. The student is responsible for checking their LUC accounts daily for important course, clinical and Parkinson School information and announcements. If the student chooses to forward their LUC e- mail to another account they may go here to learn about this process.

Experiential Learning - Academic Internships, Capstones, or Other Field Experience

The Parkinson School is committed to fostering a safe experiential learning environment for our students and protecting the health and well-being of patients, clients, families, and health care staff. Prior to a student starting their experiential experience, specific information may be required to meet compliance for a specific external organization. In advance of an experiential learning experience, students will be contacted by the Director of Experiential Learning and their Program Director to verify any requirements. Detailed instructions are provided in the Academic Internship Information section of the Undergraduate Student Sakai site.

Clinical and some non-clinical agencies require verification that the student has met all health and pre-clinical screening requirements. Failure to comply with these requirements by the specified dates will prevent academic internship, capstone or field placement. The student will be informed of all requirements and expected dates of completion by the Experiential Learning Team in the Parkinson School.

Internship Specific Requirements

Academic Internship requirements can be found in the undergraduate program SAKAI site and program specific handbooks. The student is responsible for completing all academic internship requirements prior to the start of the field experience by the specified dates. Students who fail to complete the requirements by the specified dates will not be allowed to participate in the academic internship and may jeopardize their progression in the program.

Academic Internship Placement

The student will have to attend all orientations, career workshops, and/or completion of additional requirements before being assigned to an academic internship site. The student is assigned to an academic internship site in collaboration with our affiliating agencies. Students can choose their own academic internship site upon the approval of all site requirements by the Director of Experiential Learning and Program Director within the specified deadline in Sakai and program handbook. Students are required to secure an interview with the assigned academic internship site after assigned placement. Based on site, students are expected to be flexible and may be scheduled for morning shifts, evening shifts, and/or shifts on weekends.

Parkinson School reserves the right to make changes to posted schedules and/or placements at any time, but will only do so when unavoidable. Student requests to change placement assignments are not permitted.

Academic Internship Transportation

The student is responsible for arranging their own transportation to academic internship sites. The student should make transportation plans as soon as they are notified of their academic internship placement. The student is encouraged to plan accordingly for their transportation in order to be on time for classes, simulation and/or field experiences.
More information about experiential learning and opportunities may be found on the Center for Engaged Learned, Teaching and Scholarship (CELTS) web page.

Final Examinations

Final examinations are given during the scheduled examination period in each session. Students are expected to take their exams as scheduled. If a student needs to deviate from the exam schedule in any way, the student must contact his or her dean. Students with more than 3 exams on a given day may contact their Dean. Tests or examinations may be given during the semester or summer sessions as often as deemed advisable by the instructor. Students who miss a final examination should contact their instructor.

Formal Complaint by Student Policy

A formal complaint is defined by Loyola University Chicago’s (the “University”) Parkinson School of Health Sciences and Public Health (the “Parkinson School”) as any substantive complaint or concern, put forth in writing, by a student which requires a response from the administration of the Parkinson School.

Formal complaints may originate within the Parkinson School, or through a mechanism external to the Parkinson School, such as a University grievance process or the Ethics Line Reporting Hotline.

The Parkinson School adheres to all applicable University policies regarding the filing, review and resolution of formal complaints, as defined herein. The nature of the complaint dictates the review and resolution processes, as detailed further in this policy.

General Guidelines

Student Complaints Related to Academic Issues.

Formal student complaints related to academic disputes involving the appropriateness of course grades and accusations of academic dishonesty are addressed through the Parkinson School’s Academic Grievance and Appeals Process. For information about this process please go here.

Student Complaints Related to Non-Academic Issues.

The University admits students without regard to their race, color, religion, sex, age, sexual orientation, gender identity, national or ethnic origin, ancestry, disability, marital status, parental status, military/veteran status, or any other characteristic protected by applicable law to all the rights, privileges, programs, and other activities generally accorded or made available to students at the school.

The University does not discriminate on the basis of race, color, religion, sex, age, sexual orientation, gender identity, national or ethnic origin, ancestry, disability, marital status, parental status, military/veteran status, or any other characteristic protected by applicable law in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school- administered programs, or in any aspects of its employment of faculty and staff

Students within the Parkinson School with questions about this policy or who believe they have been discriminated against because of their race, color, religion, sex, age, sexual orientation, gender identity, national or ethnic origin, ancestry, disability, marital status, parental status, military/veteran status, or any other characteristic protected by applicable law, may contact the Ethics Line Reporting Hotline at (855) 603- 6988 or submit a report online.

Grade Policy

Incomplete Grades

For undergraduate courses Incomplete is a temporary grade. To request an incomplete, the student must complete the “Undergraduate Request for a Mark of Incomplete” form and present it to their instructor. Approval of this request is at the discretion of the instructor. If approved, the student will receive a temporary grade of "I" for the course. The student must complete all coursework within six weeks of the beginning of the next term. An incomplete granted during the Spring and Summer terms must be completed within six weeks of the beginning of the Fall term. Please note that the instructor may choose an earlier deadline than six weeks into the next semester. The student must follow the deadline set by the instructor. Failure to complete required coursework within the allotted time will result in the grade "F". The completion date, as negotiated, is considered a contract. If the course for which the student is requesting a grade of “I” is a prerequisite for another course, the student may not register for the succeeding course until the “I” is replaced with an evaluative grade. Should an “I” grade be converted to an “F”, this grade will be considered in the student’s overall plan progression and may result in the student’s dismissal from their program.

More information and Undergraduate Request for a Mark of Incomplete form can be found here.

Pass/No Pass Policy

All required major courses must be successfully completed with a grade of a C- or better. Students cannot take required major courses for Pass/ No Pass.

Posting of Final Course Grades

In courses with a final examination, the final course grade is entered into LOCUS within 72 hours, excluding weekends and holidays, after completion of the final examination in the final section meeting of the course. In courses with no final examination, the final course grade is entered into LOCUS within 72 hours, excluding weekends and holidays, of the beginning of the final exam period.

Health Insurance Portability and Accountability Act of 1996 (HIPAA)

The Health Insurance Portability and Accountability Act of 1996 (HIPAA) is a federal law that provides for the protection and privacy of personal health information. The Privacy Rule and the Security Rule of this law affect health care providers, including students enrolled in clinical education activities. The Privacy Rule of the HIPAA defines protected health information as:

“information, including demographic data, that relates to the individual’s past, present, or future physical or mental health or condition; the provision of health care to the individual; or the past, present, or future payment for the provision of health care to the individual; and, that identifies the individual or for which there is a reasonable basis to believe it can be used to identify the individual”

All students must follow the HIPAA Privacy Rules and Guidelines when participating in clinical/experiential learning activities (research, academic internships and service- learning opportunities). Compliance with these rules and guidelines includes, but is not limited to, maintaining confidentiality of paper and electronic health records and protected health information.

All students are required to complete HIPAA training, as mandated by their educational program. In addition, all students are required to complete any additional training mandated by the facility where internship or service-learning education is occurring.

When a concern is raised that a student has violated the confidentiality and privacy of patient information, the concern is addressed through the formal disciplinary process of the student’s school or college of Loyola University Chicago.

Immunizations Required for All Loyola Students

Proof of immunity is an Illinois state requirement. All Loyola students enrolled in seven or more credit hours must complete the process to verify proof of immunity. Incomplete immunization information will block access to registering or changing classes. All students must enter immunization requirements into Loyola Health and upload supporting documents before the 10th day of the term.

All immunizations are to be uploaded to Loyola Health. Required Illinois state immunizations are Tetanus, Measles, Mumps, Rubella, and Meningococcal.

A series of three tetanus vaccines is required; one of them must be a TDAP that was given within the past ten years of enrollment.

Two MMR vaccines are required; the first dose must be given four days before your first birthday or after. The second dose must be given a least 28 days after the first dose. Students who cannot provide proof of immunization may provide laboratory (serologic) evidence of measles, mumps, rubella immunity.

A Meningococcal ACWY vaccine that was given four days before your 16th birthday or after is required for students who enrolling under the age of 22. Meningitis B does NOT meet this requirement.

An annual flu vaccine is required for any student who will be spending time (i.e. class) at the Health Science campus.

All immunization records must be in English or accompanied by a certified translation or they will not be approved.

Guide to Upload Immunization Record

Go to Loyola Health
Sign in with UVID and password
Click UPLOAD HEALTH RECORDS then UPLOAD VACCINE RECORDS
Select ‘STATE MANDATED IMMUNIZATION’ under Vaccine Type
Select your Vaccine Name (Tdap, MMR, Meningococcal)
Input the date you received the vaccines (this must be done for each section)
Upload photo file (ONLY PDF, JPEG, JPG, JPNG, DOCX, or MOV) of record
Click ‘Submit for Approval’
You will receive an upload confirmation email.

Independent Study

The student may have the opportunity to register for Independent Study. The purpose of Independent Study is to provide a focused experience in an area of interest. Independent studies can vary in credit (1-3 credits) and may be applied to LUC credit hour requirements. The student will meet with their Academic Advisor to discuss how the Independent Study will fit into their total curriculum plan. Important: An Independent Study does not substitute for a required course.

Leave of Absence (LOA)

It is expected that the student will maintain registration within the University from the time of initial enrollment until graduation. If this is not possible, a leave of absence (LOA) must be requested prior to the anticipated date of the leave.

The student may request a leave of absence that is not to exceed two academic years, consecutively, or interspersed throughout the program. Accruing more than two years of LOA will result in automatic dismissal from the program.

The student is advised to contact their Academic Advisor when considering a LOA to fill out the required paperwork. When the student returns from the LOA, they will be assigned to courses according to the current program plan, on a space available basis. The form to change an academic record can be found at: Request for Change to Academic Record or Status.

Study Abroad/International Experiences

Students interested in studying abroad must meet all the requirements for study prescribed by the Office of International Programs located in the Sullivan Center. Interested students should meet with both their academic advisor and study abroad advisor to discuss possible international opportunities. Students are advised to participate in study abroad opportunities prior to the start of their junior year. Exercise Science students are limited to studying abroad during the summer session only unless otherwise advised by their academic advisor. Additional international opportunities include:

Support & Communication Systems

Writing Center

Located at Lake Shore and Water Tower Campuses. The main goal of the Writing Center is to help the student become a better writer. The Writing Center offers writing assistance to meet the student’s individual needs. Tutors are available to help at any point of the writing process—from brainstorming, to organizing, to putting the final touches on a bibliography. All LUC students are eligible to use their services. Online writing center services are also available to students.

Tutoring Center

Located at Lake Shore and Health Sciences Campuses. The purpose of the Tutoring Center is to support the mission of Loyola University Chicago by providing academic services and resources which will foster development of skills and attitudes necessary to increase the knowledge and academic independence of all students. Through collaborative learning services, the Tutoring Center helps to contribute toward student success and the retention efforts that are made by Loyola University Chicago. Small Group Tutoring matches you with students from your course and a peer tutor for a regular meeting to enhance your understanding of course material. Other services include Supplemental Instructor (SI) and academic coaching. All LUC students are eligible to use their services.

Achieving College Excellence (ACE) Program

Designed to serve first-generation college students, students with high financial need, and/or students with a documented disability, the ACE program is committed to helping students succeed in their college journey at Loyola University Chicago and beyond.

Center for Engaged Learning, Teaching, and Scholarship (CELTS)

The Center for Engaged Learning, Teaching, and Scholarship serves students, faculty, staff, and community partners of Loyola as a resource for experiential learning opportunities and partnership in several key areas: Academic Internship Program, Service-Learning Program, Undergraduate Research Program, and Learning Portfolios (portfolio) Program.

Coordinated Assistance & Resource Education (CARE)

CARE services are designed to assist and support students through challenging times. When a student requests CARE services, or is referred for CARE services, they are given an opportunity to work with a member of the Office of the Dean of Students staff to gain awareness of, or access to, various resources, engage in dialogue about solutions, and ultimately gain support to assist with navigating difficult or challenging situations. CARE services can be conducted through formal and informal means. Such services may include outreach on behalf of a student to faculty or other campus partners, connecting students with appropriate campus or community resources, or simply checking in with a student to offer guidance and support, among other actions.

Career Services

Located at the Lake Shore and Water Tower Campuses. Loyola’s Career Services counsels, educates, and empowers the Loyola student and alumni community. Counselors are available to provide guidance, support, resources and opportunities that assist students and alumni to reach their personal and professional goals. Contact Career Advisor at 773-508-7716 or by email for resume feedback, interview tips, job search strategy and more.

Student Accessibility Center (SAC)

SAC serves students with disabilities by creating and fostering an accessible learning environment. Their aim is to empower students with diverse needs by enhancing their self- awareness, self-determination and self-advocacy. SAC works closely with campus partners, students, families, and the Chicago community to create a safe environment for students to succeed academically and personally. All requests for accommodations are considered on a case-by-case basis. The student requesting accommodations should meet with a SAC staff member, as early as possible, preferably before the beginning of their first term at the University. Please note that Loyola does not provide aides, services, or devices for personal use or study. Any accommodation that fundamentally alters the nature of the course work, or the materials assigned, or is unduly burdensome financially or administratively will not be provided. Reasonable accommodations do not ensure academic success; rather they provide equal access to success during a student’s time at Loyola University. The student is required to provide official documentation of their disability from an appropriate professional.

Special Health Accommodations

Documentation from a healthcare provider is required whenever a student has a health issue that demands certain precautions or accommodations that do not violate agency policies, yet allow the student to fulfill the objectives of the course. These situations may include other medical conditions that require modification and/or restrictions for student participation in clinical experiences. Documentation from a healthcare provider is required when the accommodations are no longer necessary.

Wellness Center

Lake Shore Campus and Health Science Campus. The Wellness Center provides high quality interdisciplinary medical, mental health, and health promotion services that enable the student to more fully participate and succeed in the college experience. All students are eligible for services provided at the Wellness Center.

Loyola’s Universal ID (UVID)

Loyola’s Universal ID (UVID) is the primary means of authentication and identification throughout the University. The UVID provides access to most of Loyola’s resources. This includes, but is not limited to, LOCUS, Sakai, Microsoft Outlook email, Lawson, Kronos, campus wireless access and campus networked computers. UVID provisioning is automated for all students at Loyola.

Loyola's Online Connection to University Services (LOCUS)

LOCUS is an integrated, web-based student information system that provides information access 24 hours a day. LOCUS allows the student to view course descriptions, enroll in courses, view and process financial aid information, change addresses and phone numbers, and request official transcripts.

LUC Learning System - SAKAI

The learning management system, SAKAI, provides the student with all course information including the syllabus, course documents, calendar, assignments, grades, and at times, lectures. SAKAI can be accessed online from the LUC homepage. The student can access SAKAI for each course once they have registered through LOCUS (Loyola’s Online Connection to University Services). The Loyola University Chicago UVID and password must be used to access web-based course information. Each undergraduate Parkinson School program maintains SAKAI sites for students with program announcements, calendars, and other information.

The Parkinson School Web Pages

In addition to the above methods of providing information to students, students may visit the Parkinson School programs here.

Title IX

Loyola University Chicago does not discriminate on the basis of sex in any education program or activity that the University operates, and is required by Title IX of the Educational Amendments of 1972 and 34 CFR Part 106 (collectively referred to as “Title IX”) not to discriminate in such a manner. This requirement extends to admission and employment. For more information please go to the Office for Equity and Inclusion.

Complaint Referral

University administrators may refer certain formal complaints from Parkinson School students, including complaints made through the Ethics Line Reporting Hotline, to the Parkinson School Dean’s office for appropriate action, including assistance in the investigation of a report. Where appropriate, the Dean will assign an administrator from the Parkinson School to assist in the investigation. Such assignments are made with consideration of the need for the investigation to proceed in an objective and non- biased manner.

Complaints Received through the Ethics Line Reporting Hotline

The Ethics Line Reporting Hotline exists as a means for University faculty, staff, students, administrators, or other concerned parties to report activities that involve misconduct or violation of University policies. Reports may be made online or by dialing 855-603-6988.

As explained at Ethics Line:

The University is committed to the highest ethical and professional standards of conduct as an integral part of its mission of expanding knowledge in the service of humanity through learning, justice and faith. To achieve this goal, the University relies on each community member's ethical behavior, honesty, integrity and good judgment. Each community member should demonstrate respect for the rights of others.

The University strongly encourages all faculty, staff, students, administrators or other concerned parties to use this Reporting Hotline to report suspected or wrongful acts of conduct by Loyola University Chicago community members. No University administrator, faculty, staff or student may interfere with the good faith reporting of suspected or actual wrongful conduct; no individual who makes such a good faith report shall be subject to retaliation, including harassment or any adverse employment, academic or educational consequence, as a result of making a report.

All reports to the Ethics Line Reporting Hotline are made available to specific individuals within the University on the University’s Ethics Line Reporting Hotline Resource Team (the “Resource Team”) who are charged with carefully reviewing and evaluating the report and assigning it to an appropriate case manager/investigator on the Resource Team, based on the type of alleged violation and location of the incident. The Ethics Line Reporting Hotline System does not create a new category of prohibited behavior or a new process for members of the University community to be disciplined or sanctioned. The Resource Team has no authority to discipline any student or member of the faculty or staff. When reported conduct is subject to existing University disciplinary or judicial procedures, appropriate referrals will be made by the Resource Team.

Reports submitted through the Ethics Line Reporting Hotline are handled as promptly and discreetly as possible, with facts made available only to those who need to investigate and resolve the matter. Individuals filing a report may follow-up online on the status of a report and to determine if further information is needed to proceed with an investigation.

Transfer Students

Transfer students must take their final, uninterrupted 45 hours of instruction or a minimum of 60 hours in residence at Loyola University Chicago. Transfer students seeking a degree from the Parkinson School must complete at least half of the credit hours required for a major (excluding ancillary requirements) with Loyola course work. Additionally, students must complete 60 credit hours at Loyola University of Chicago in order to be eligible for laudatory honors upon graduating. More information for transfer students can be found on the Transfer Center pages.

Unprofessional Behavior and Conduct of Parkinson School of Health Sciences and Public Health Students

Exemplary behavior of students in Loyola University Chicago (the “University”) is expected at all times. Students in the Parkinson School are expected to abide by the policies regarding professionalism in applicable student handbooks as well as the syllabi for each course, including professional behaviors with respect to attendance, punctuality, dress, demeanor, integrity and ethical conduct relative to health professions. Professional conduct by the student facilitates learning opportunities and fosters good working relationships within the Parkinson School and between the Parkinson School and clinical agencies or institutions.

Complaints related to unprofessional behavior and conduct by students within the Parkinson School may originate from faculty, staff, other students, or from outside the University, such as an academic internship or service-learning site.

Issues of unprofessional behavior or conduct that occur during an experiential learning experience will be addressed immediately as well as through the evaluation of student performance in the academic internship or service-learning course, as detailed in the course syllabus. If a student believes the grading related to his/her professional behavior and conduct is the result of a significant violation of clearly established written school policies, is the result of improper procedures, or is capricious, the student may pursue a grievance in accordance with the Parkinson School Academic Grievances and Appeals Procedure as written in the Undergraduate and Graduate Program Student Handbooks.

Complaints of unprofessional behavior or conduct within a classroom, simulation, or lab experience, or outside an academic internship or service-learning experience, are addressed through a formal complaint resolution process, as specified below.

The first attempt at resolution of the complaint should occur between the student and the other parties involved.
If the complaint of unprofessional behavior or conduct is not resolved among the parties involved, a formal complaint, in written form, is forwarded to the Program Director of the student’s degree program.
The Program Director reviews the complaint, any supporting documentation submitted by any of the parties, and meets with the parties involved individually. If the Program Director is directly involved in the complaint, the complaint instead is forwarded to the Department Chair.
If the complaint is not resolved at the level of the Program Director, the Program Director submits a recommendation for any action to be taken, along with any supporting documentation, to the Department Chair.
The Department Chair, upon review of the recommendation, complaint and supporting documentation, meets with the parties to the complaint.
The Department Chair may dismiss the complaint or, upon finding that the student has engaged in unprofessional behavior and conduct, institute progressive corrective action with the student. Progressive corrective action typically begins with a verbal warning (documented) to the student, which details the nature of the complaint, corrective actions to be taken, and notifies the student that failure to correct the unprofessional behavior or conduct may result in more severe corrective action.
The nature of the behavior dictates the severity of the action. The behavior may warrant immediate action beyond a verbal warning.
If the unprofessional behavior or conduct continues, the Department Chair may issue a written warning, which details the nature of the continuing concern related to unprofessional behavior or conduct, further corrective actions that are required, and notifies the student that failure to correct the unprofessional behavior or conduct may result in the student’s withdrawal from a course or a recommendation for dismissal from the academic program. The decision to recommend a withdrawal or dismissal is based on the nature and severity of the unprofessional behavior.
If the unprofessional behavior or conduct continues, the Department Chair will either withdraw the student from a course or make a recommendation for dismissal from the academic program.
If the student is withdrawn from the course, the student will receive a W or F for the course depending on the time the decision is made.
A student who wishes to appeal a decision impacting his/her academic standing or progress at the University may make a written request for an appeal within 30 calendar days of the disputed decision being rendered, consistent with the University’s policy on General Academic Appeals: The appeal will be reviewed and considered by the Parkinson School Dean within 30 calendar days of the receipt of the written student request for an appeal. The appeal decision made by the Dean is final and is ineligible for further appeal. Upon recommendation from the Dean, an action of expulsion from the University rests with the Senior Academic Officer.

Withdrawal Policy

Definition: The election of a student to change enrollment status by removing themselves from the official class roster. Withdrawal from specific courses in the undergraduate programs may impact a student’s ability to progress in the program. For more information about withdrawing from a course, or assistance, please see your assigned Academic Advisor.

According to University policy: Complete withdrawal before the beginning of the term start date will result in no financial responsibility. Complete withdrawal from all classes after the term start date will result in tuition charges according to the withdrawal schedule of the university.

According to University policy: During the late and change registration period, a student may withdraw from a course without penalty, or notation, on their academic record. After the late and change registration period, a designation of “W” will appear on the academic record.

More information about the University Policy is available here.

A student who withdraws from the same required course twice and receives a notation of “W” on their academic record, will be placed on probation. For the probation to be lifted, the student must complete the course with a grade of C- or higher during the next semester in which the course is offered.

If the course is not successfully completed with a C- or higher, or if the student withdraws a third time from this same course, the student will be dismissed from the program. Additionally, if a student previously withdraws from the same course twice and fails the course on their third attempt, the student is dismissed from the program.

Important: Students who transfer into a Parkinson program will still be required to follow the above policy (i.e. if the student withdrew twice from a required course for their new Parkinson major, prior to transferring in, the student will not be admitted into the program.

University Withdrawal

An enrolled student who wishes to completely withdraw from the university during any term must notify their academic advisor, academic program director, or assistant/associate dean of their college/school of their intent. Please complete the Request for Change to Academic Record or Status form. The form will be routed to your academic advisor, program director, or assistant/associate dean. A student is considered to be in attendance until such notice has been received by the academic advisor, program director, or assistant/associate dean and appropriate steps have been taken to completely withdraw a student from a term. The last date of class activity is the date utilized for both the “W” or “WE” grade and the Office of the Bursar’s withdrawal refund calendar.

A student may be required to withdraw from the university because of academic deficiency, lack of sufficient progress toward completion of degree requirements, failure to adhere to university requirements and/ or degree requirements, failure to adhere to university requirements and regulations for conduct, or failure to meet financial obligations to the university.

Students facing a significant emergency circumstance (see “Definitions” section below) that prevents them from continuing in or completing an academic term may submit an Request for Change to Academic Record or Status form to their primary academic advisor, program director or assistant/associate dean. All requests must be supported by appropriate documentation. The form is reviewed by the academic dean’s office of the student’s primary college/school for approval and processing.

Requests for complete emergency term withdrawals are considered after the last day of a term to drop a course or courses without a grade of “W.” In cases where the student is incapacitated (see “Emergencies Resulting in Student Incapacitation” below for more details), the requests for complete emergency term withdrawals may be submitted by a parent, spouse or legal guardian.

Complete emergency term withdrawals constitute a withdrawal from all classes and may result in final grades of “WE” in all classes for the given academic term. The University does not grant partial withdrawals (i.e., requests to withdraw from some classes but not others) for emergencies. Grades of “WE” have no impact on a student’s cumulative GPA. The “WE” grade has no earned or attempted hours associated with the grade; however, “WE” counts towards attempted hours when determining Satisfactory Academic Progress for continued financial aid eligibility. This policy does not apply in cases where the student has completed final exams or final projects for classes in the term impacted by the significant emergency circumstance. When final grades have posted, students should also utilize the Request for Change to Academic Record or Status form, and it will be routed to their primary academic advisor, program director or assistant/associate Dean.

The Office of the Bursar will determine the impact of the Withdrawal on the students account balance in LOCUS. The Student Account Balance will be determined by the University withdrawal calendar Loyola Withdrawal Schedule. The Bursar will not assess any late payment fees after the date of Withdrawal.

Undergraduate Policies and Procedures

Please see Undergraduate Policies and Procedures for academic policies that supersede those of academic units within the University.

University Policies

Please see University Policies for academic policies that supersede those of academic units within the University

Exercise Physiology (EXCM)

EXCM 101 Introduction to Exercise Physiology (3 Credit Hours)

Introduction to the major; also includes a lab component covering Emergency Procedures and Safety Skills, introduction to common safety principles, predisposing factors and common causes of accidents, injuries and illnesses.

This course satisfies the Engaged Learning requirement.

EXCM 110 Soccer Skill and Strategy Activity Lab (1 Credit Hour)

Soccer, the most popular sport played worldwide, is a team game that requires skill, communication, and strategy to maximize success. This course is designed to provide students with a comprehensive understanding of the fundamental skills, techniques, and strategic aspects of soccer. Through practical training sessions and tactical discussions, students will develop individual and team-based competencies necessary for success on the soccer field. This course is suitable for students of all skill levels, from beginners with minimal soccer experience to those with prior playing backgrounds. 2) Understand physical fitness components of playing soccer. 3) Perform drills to train a soccer player.

1) Describe the technical and tactical skills needed to play a soccer match

Outcomes

1) Describe the technical and tactical skills needed to play a soccer match

EXCM 111 Weight Training and Conditioning Activity Lab (1 Credit Hour)

This course combines practical training sessions with theoretical knowledge to help students understand the principles of developing strength, endurance, and overall physical fitness through weightlifting and conditioning exercises. Throughout the semester, students will engage in resistance training exercises using free weights and bodyweight exercises. Emphasis will be placed on proper form, technique, and safety to ensure a foundation for long-term success in weight training. Additionally, students will learn how to set realistic fitness goals, and track their progress over time. 2) Understand implementation of weightlifting and aerobic conditioning exercise to improve health outcomes. 3) Perform training exercises with proper technique.

1) Describe proper technique for weight training and conditioning exercises

Outcomes

1) Describe proper technique for weight training and conditioning exercises

EXCM 112 Yoga and Mindfulness Activity Lab (1 Credit Hour)

This course offers students an opportunity to explore the transformative practices of yoga and mindfulness, fostering physical well-being, mental clarity, and emotional balance. The course integrates yoga-based practices with contemporary mindfulness techniques, providing a holistic approach to enhancing overall health and wellness. The classes will focus on developing flexibility, strength, and balance through yoga postures (asanas), breath control (pranayama), and meditation.

1) Describe yoga philosophy and its relevance in modern day living; 2) Understand yoga-based postures to counteract movement deficiencies associated with modern living; 3) Perform yoga postures with proper technique

Outcomes

EXCM 113 Fitness Boxing Activity Lab (1 Credit Hour)

This is an activity-based course that provides students the opportunity to learn and perform boxing techniques. Stances, punching, combinations, blocks, and non-contact sparring drills will be presented. The rules of boxing are introduced. Engage in boxing while observing safety guidelines. 2. Perform offensive and defensive techniques. 3. Demonstrate proper non-contact sparring techniques.

Outcomes

EXCM 114 Basics of Power Lifting Activity Lab (1 Credit Hour)

This is an activity-based course that provides students with the opportunity to learn and perform powerlifting exercises. The focus is on teaching competition rules and standards on the back squat, bench press and deadlift as well as variations that may improve performance. Understand the physiological adaptations that occur because of Powerlifting. 2. Perform proper technique for Powerlifting lifts and variations of those lifts. 3. Identify competition rules and stipulations of the Powerlifting lifts.

Outcomes

EXCM 115 NCCA Personal Training Elective (1 Credit Hour)

This course encompasses an overview of key Exercise Science, training methodology and health behavior change principles. Students will then apply each principle into practice through screening and evaluation, exercise program design, and ethical, legal and professional responsibilities and guidelines.

Upon successful completion of the course, the student will be able to: Apply key exercise science, training methodology and health behavior change principles in context to the provision of exercise; Apply the practice of exercise and fitness screening and assessment, health appraisal and risk stratification, while simultaneously integrating ethical considerations and client preferences

Outcomes

EXCM 117 NCCA Group Fitness (1 Credit Hour)

This course encompasses an overview of group exercise; to include cardiovascular exercise, strength training and stretching. Students will learn how to lead, instruct and motivate individuals or groups in exercise activities.

Upon successful completion of the course, the student will be able to: Apply effective, exercise science-based group sessions for different fitness levels; Explain proper technique, demonstrate exercise, and teach appropriate methods to strengthen and stretch certain muscles

Outcomes

EXCM 125 Faith, Sports, and Fitness (3 Credit Hours)

Explore the relationship between faith and sports through a historical context, develop a theological model for engaging in sports and physical activity, and discover ways to improve the mind-body-spirit connection through fitness. Through examination of books, articles, podcasts, documentaries, and current events, this course will discuss topics such as Muscular Christianity, spirituality, athlete identity, sports ministries, cura personalis, and faith-based physical activity.

This course satisfies the Engaged Learning requirement.

1) Identify basic terminology and knowledge about faith, sports, and fitness; 2) Examine the history of Catholicism, Christianity, and other religions, and how they impact sports and human well-being; 3) Interpret sports and religion through the five areas: social, historical, cultural, theological and ethical

Outcomes

EXCM 155 Anatomy and Physiology I (3 Credit Hours)

A detailed study of the human body and its systems. Applied Human Anatomy and Physiology I course will cover rudimentary anatomy and physiology consisting of cell structure and formation, histology, and the integumentary, skeletal, muscular, and nervous systems.

Identify major anatomical components of each human system covered; Describe major anatomical components of each human system covered; Understand physiologic functions regarding molecular components, cells, tissues, organ systems and multicellular organisms; Describe the regulation of the human body and how body systems are integrated; Identify concepts from the lecture to the laboratory activities; Demonstrate learned anatomical concepts through hands-on laboratory assessments

Outcomes

EXCM 155L Anatomy and Physiology I Lab (1 Credit Hour)

Pre-requisites: Restricted to Undergraduate Exercise Science Majors

Understand physiologic functions regarding molecular components, cells, tissues, organ systems and multicellular organisms

Outcomes

Understand physiologic functions regarding molecular components, cells, tissues, organ systems and multicellular organisms

EXCM 156 Anatomy and Physiology II (3 Credit Hours)

Outcomes

EXCM 156L Anatomy and Physiology II Lab (1 Credit Hour)

Pre-requisites: Restricted to Undergraduate Exercise Science Majors

Understand physiologic functions regarding molecular components, cells, tissues, organ systems and multicellular organisms

Outcomes

Understand physiologic functions regarding molecular components, cells, tissues, organ systems and multicellular organisms

EXCM 170 Women's Health and Exercise (1 Credit Hour)

This course presents perspectives on physical activity and exercise science specific to women. It will include the identification of issues during various stages of development in the female body and barriers and benefits of exercise unique to women. Students will apply these perspectives to exercise program design and health care interactions with all clients.

1) Understand the unique circumstances and outcomes of working with women in the field of wellness and fitness; 2) Identify preventative strategies (such as exercise prescription and nutrition guidance) that can compensate for health risks, issues, and deficiencies that female clients and patients may experience throughout their life; 3) Explain exercise modifications and varied benefits during specific periods in a woman's life (adolescents, pregnancy, postpartum, menopause)

Outcomes

EXCM 201 Physiology of Exercise (3 Credit Hours)

Pre-requisites: EXCM 101, EXCM 156, and EXCM 156L

This course covers the energy supply of movement, systemic effects of exercise, and adaptations to exercise training through the lens of physiology. The role of the major physiological systems of the body in maintaining homeostasis during exercise will be studied along with the adaptations that occur in these systems following exercise training. Practical applications of this knowledge will be explored with regards to the role of exercise in maintaining and improving human health and performance.

Define the structure and function of physiological systems in the body that are essential for the maintenance of homeostasis during exercise; Identify the important physiological responses that occur during exercise and adaptations to chronic exercise training; Interpret practical knowledge of exercise physiology to various health, fitness and athletic scenarios; Outline the assessment of health-related physical fitness and performance tests

Outcomes

EXCM 201L Physiology of Exercise Laboratory (1 Credit Hour)

Pre-requisites: EXCM 201 (may also be taken as a Corequisite)

The purpose of this course is to provide a practical and hands-on approach to studying the body's response to exercise congruent with material learned in EXCM 201 Lecture. This is accomplished through a combination of exercise-related lab activities, in-lab discussions, and written lab assignments. Students will also develop skills in data organization and visualization.

Interpret metabolic, vascular, respiratory, and skeletal muscle assessment outcomes; Perform basic data organization and visualization techniques in a computer based spreadsheet

Outcomes

Interpret metabolic, vascular, respiratory, and skeletal muscle assessment outcomes; Perform basic data organization and visualization techniques in a computer based spreadsheet

EXCM 210 Program Design in Exercise (2 Credit Hours)

Pre-requisites: EXCM 201

This course focuses on the design, implementation and evaluation of exercise programs through case-based application and classroom activities. Health-related components of fitness and fitness assessments are reviewed. Individual and group exercise program designs within community-based settings for individuals through the life cycle are discussed. Evidence-based content is identified to critically analyze and develop conditioning programs and techniques for a broad range of sports and activities. Important elements of program design are used to emphasize desired client program outcomes.

At the successful completion of the course, the student will be able to: 1) Lead designed group exercises and activities which consider individual needs and differences; 2) Apply training principles and program variables to increase strength, endurance, power, or hypertrophy for the identified client or population; 3) Evaluate the designed exercise prescribed over time for an individual and/ special population; 4) Integrate cognate materials necessary to support the full development of physical performance including nutrition, environment, mobility, clothing and equipment; 5) Design individualized exercise programs for individuals and special groups; 6) Adjust exercise programs based on individual performance and safety considerations

Outcomes

EXCM 301 Advanced Physiology of Exercise (3 Credit Hours)

Pre-requisites: EXCM 201 and Anatomy & Physiology (GNUR 155/155L and GNUR 156/156L)

An advanced course in exercise physiology covering exercise metabolism, temperature regulation and fluid balance.

EXCM 342 Physical Growth, Development and Nutrition (3 Credit Hours)

Pre-requisites: EXCM 101

A survey of the various components involved in personal health and wellness, such as personal fitness, sexuality, mental health, and environmental health as related to the stages of life development.

EXCM 345 Therapeutic Exercise and Rehabilitation (3 Credit Hours)

Pre-requisites: (EXCM 101 & 201) and (BIOL 243 or GNUR 156 &156L)

Explanation and demonstration of the use of therapeutic modalities in the healing process. This will include discussion of the use of therapeutic modalities to enhance the rehabilitation process after athletic injury.

EXCM 350 Sports Nutrition (3 Credit Hours)

Pre-requisites: EXCM 201, CHEM 102 & CHEM 112

This course introduces the essentials of human nutrition for health and emphasizes the roles of key nutrients for athletic performance. This foundational material will be applied to athletic performance including adaptation and recommendations for training and competition. Nutrient recommendations will be reviewed for specific types of sports, exercise and other athletic concerns. The metabolic basis for sports nutrition recommendations is examined.

EXCM 352 Musculoskeletal Assessment and Strength Training (4 Credit Hours)

Pre-requisites: EXCM 201 and Anatomy & Physiology (GNUR 155/155L and GNUR 156/156L)

This course will present the general principal and foundational skills for each component of the injury examination. These general principles will be applied to the recognition and examination of injuries/conditions specific to each body region. Address general medical conditions will likely encounter with patients.

EXCM 364 Intro to Clinical Exercise Testing and Prescription (3 Credit Hours)

Pre-requisites: EXCM 201 and Anatomy & Physiology (GNUR 155/155L and GNUR 156/156L)

This class summarizes recommended procedures, including EKG and other stress testing modalities, for exercise testing and exercise prescription in healthy and diseased individuals.

EXCM 368 Advanced Clinical Testing and Prescriptions (3 Credit Hours)

Pre-requisites: EXCM 201 and Anatomy & Physiology (GNUR 155/155L and GNUR 156/156L)

This course focuses on physiological implications of metabolic conditions such as diabetes, cardiac and pulmonary disease on exercise. The course includes modifications to exercise testing and in-depth preparation for exercise prescription based on diseases and special conditions. The course reviews contraindications and considerations for exercise, EKG interpretation and implications of physiological responses to exercise. Behavioral strategies to implement in client exercise planning and education are addressed. Exercise prescription is discussed as part of the ongoing evaluation of client performance.

At the successful completion of the course, the student will be able to: 1) Create patient/client focused exercise programs, with modifications and progressive programming based on physiologic alterations; 2) Understand the effect of exercise on the physiological systems of the body and disease states; 3) Analyze exercise testing data from healthy individuals and individuals with physiological alterations; 4) Evaluate EKG responses to exercise; 5) Implement testing protocols and modifications for individuals with physiological alterations; 6) Understand acute responses and chronic adaptations to exercise and the impact on individuals with physiological adaptations

Outcomes

EXCM 375 Special Populations in Exercise Science (2 Credit Hours)

Pre-requisites: EXCM 201 and EXCM 364

This course provides practical information on exercise for persons with a wide range of health conditions, diseases and disabilities. Best-practice exercise prescription protocols for individuals across the life span will be addressed. An overview of unique physiology, effects of the condition on the exercise response, and effects of exercise training on the condition will be discussed. Recommendations for exercise testing and programming are presented for select populations.

At the successful completion of the course, the student will be able to: 1) Understand the relations between health conditions, disease, disability and physical activity; 2) Establish physical activity outcomes in individuals with health conditions, diseases or disabilities; 3) Modify existing physical activity prescriptions to match individual capabilities and needs; 4) Demonstrate an understanding of the risks and benefits associated with exercise participation: 5) Analyze the results of exercise tests and fitness evaluations in various populations; 6) Modify equipment arrangement and facility resources to accommodate use by individuals with special needs

Outcomes

EXCM 382 Clinical Research: Methods, Design and Ethics w/Lab (3 Credit Hours)

Pre-requisites: EXCM 201 and STAT 103

Study of current literature with implications for exercise and sport science specializations; use of library resources and retrieval systems; evaluation of professional competencies.

EXCM 385 Kinesiology and Sports Biomechanics w/Lab (4 Credit Hours)

Pre-requisites: PHYS 112 and Anatomy & Physiology (GNUR 155/155L and GNUR 156/156L)

Analysis of human movement with emphasis on the biomechanics of exercise and sport movement patterns.

EXCM 387 Movement Anatomy in Exercise (3 Credit Hours)

Concepts and principles from anatomy and biomechanics are integrated into the analysis of human movement. This course focuses on application of the principles of human movement for normal function and application to different levels of physical performance through case based applications and classroom activities. Content includes anatomical lever systems, moment arms, stability and laws of motion. Systematic analysis of human movement in clinical conditions, performance, and wellness settings will be reviewed. Development of individual plans to improve movement is woven throughout the course.

At the successful completion of the course, the student will be able to: 1) Explain the relationship between biomechanics, anatomy and human movement; 2) Understand upper and lower limb musculoskeletal anatomy, physiology, and function; 3) Apply functional anatomy in the analysis of normal physical performance; 4) Develop individualized plans to correct movement based on the assessment of the individual; 5) Evaluate movement techniques in various populations; 6) Evaluate client outcomes as a result of prescribed exercise modifications to improve movement patterns

Outcomes

EXCM 390 Psychology of Health and Exercise (3 Credit Hours)

Pre-requisites: EXCM 201 and PSYC 273

This course will present current research with focus on the leading theories and applications in health and exercise psychology. The implications and applications of research and practice for health behavior change by health and fitness professionals in diverse populations at the societal and individual levels will also be reviewed.

EXCM 395 Clinical Internship and Patient Management (6 Credit Hours)

Pre-requisites: EXCM 201 and Anatomy & Physiology (GNUR 155/155L and GNUR 156/156L), 4 of 8 upper division EXCM courses

Practical experience working with exercise physiologists, physical therapists, occupational therapists, rehabilitation therapists, and others, in cardiac care and orthopedic rehabilitation.

This course satisfies the Engaged Learning requirement.

Understand development and implementation of population-based exercise science programs; Demonstrate competency in fitness assessments; Explain management structure(s), staffing patterns and operations of exercise and fitness sites; Implement regular and specific-focus exercise programs; Evaluate regular and specific-focus exercise programming; Demonstrate oral and written communication skills consistent with a leadership role in exercise science

Outcomes

EXCM 399 Special Topics in Physical Therapy (2 Credit Hours)

This course covers the general areas of physical therapy, as well as a relevant topic in physical therapy. This course will be offered as an elective and open to all students. Recommend evidence-based practices using cases studies (ie exercise prescription, patient education, society level affects).

Examine various research and writing to gain understanding and knowledge in the areas of physical therapy; Evaluate scientific literature; Explore the impact a physical therapist has on their patient through movement improvement, pain management and prevention

Outcomes

Food and Nutrition (FONU)

FONU 110 Culinary Explorations (3 Credit Hours)

Translate food and nutrition recommendations into delicious and realistic, food-based meals using basic culinary techniques. Examine the major food groups including both common and uncommon foods in each category. Explore ways to incorporate a variety of foods into meals considering budget, health, availability, personal values and preference.

Upon successful completion of this course, the student will be able to: 1) describe foods in major food category; 2) explain food based recommendations to promote nutritional adequacy and health; 3) demonstrate culinary competence by recipe preparation; 4) critique a unique recipe that they developed; 5) plan menus for a week that meet specified criteria

Outcomes

FONU 215 Fundamentals of Nutrition (3 Credit Hours)

For non-majors. Nutrients essential to a healthy diet, consideration of nutrition issues of public concern.

FONU 225 Food as Culture (3 Credit Hours)

Explore culture through foods and food ways across the globe. This course examines food patterns of each continent using a multidimensional approach. Ethnic, geographical, religious, historical, geographical, and societal influences on food patterns of various regions and people will be presented through didactic and experiential activities. Information will be presented with the perspective of enhancing engagement and build positive relationships with future clients and communities served.

Course equivalencies: FONU 225 / FONU 226R

Upon successful completion of this course, the student will be able to: identify common food sources of nutrients in the eating patterns of selected cultures; Describe foods, dishes, and preparation methods common to selected nations and cultures; Explain traditional food use in selected cultures, including infant feeding and illness; Compare and contrast typical American to specialized ethnic retail food markets; Discuss experiences with ethnic food

Outcomes

FONU 226R The Mediterranean Diet: Culture, Health, and Nutrition (3 Credit Hours)

Explore culture through foods and foodways of the Mediterranean Diet. Through didactic and experiential activities, this course examines food patterns of the Mediterranean areas using a multidimensional approach, including its historical roots, cultural significance, dietary patterns, nutrient profile, and associated health outcomes by exploring the most iconic foods of Italy and the wider Mediterranean. The course will explore their origins, methods of production, nutritional values, and impact on health and the environment. A key focus will be the contrast between Italian and American eating habits, highlighting how these cultural differences may influence public health in both countries. Core Mediterranean staples across different cultures will be examined in depth, covering their manufacturing processes, nutritional makeup, consumption trends, and potential health implications.

Interdisciplinary Option: European Studies, Global Studies, Italian Studies

Course equivalencies: FONU 225 / FONU 226R

Identify common food sources of nutrients in the eating patterns of selected cultures of the Mediterranean; Describe foods, dishes, and preparation methods common to selected nations and cultures of the Mediterranean; Explain traditional food use in selected areas of the Mediterranean, including health and illness; Compare and contrast typical eating habits of the US and the Mediterranean, including the culture food markets; Discuss experiences with Mediterranean food and wine

Outcomes

FONU 320 Nutrition Through the Life Cycle (3 Credit Hours)

Pre-requisites: FONU 215 Fundamentals of Nutrition

Learn about nutrient needs through the lifecycle from birth through aging to support optimal health and human potential. Key nutrition concepts to support normal growth and development, health maintenance, and disease prevention will be included. Nutrient needs will be translated to food-based solutions as an integral component of health habits. Community resources will be examined.

Upon successful completion of this course, the student will be able to: 1) describe the needs and roles of key nutrients at various stages of the life cycle; 2) translate nutrient needs into food-based solutions appropriate for life cycle stage; 3) explain common issues related to nutrition and food patterns specific to life cycle stage; 4) recommend community resources appropriate to life cycle stage

Outcomes

Health Systems Management (HSM)

HSM 110 Healthcare in America (3 Credit Hours)

This course introduces the U.S. healthcare system and compares it to systems in other developed nations. Emphasis is given to the government's dominant role in health care delivery, payment and regulation, as well as the differences between public health and health care systems. The social justice implications of cost, quality and access are highlighted.

Interdisciplinary Option: Bioethics

This course satisfies the Engaged Learning requirement.

Describe the evolution of health care in America and the influence of history on the current health care system; Demonstrate knowledge of the structure and functions of the US health care system; Identify at an introductory level the political, economic and social factors that shape the US health care system; Describe the inter-relationships among healthcare stakeholders including providers, suppliers, payers' workforce, and consumers; Recognize the issues of health care disparities, access to care and social justice present in the current US health care system; Identify criteria for evaluating the evolving and changing US health care system; Compare the US health care system to those of other developed nations

Outcomes

HSM 120 Essentials of Medical Terminology for Health Professionals (1 Credit Hour)

This course introduces students to the language of the health professions. Word structure, prefixes and suffixes, and rules of building and analyzing medical words are introduced. Students explore terms relating to anatomy, pathology, diagnostic and clinical procedures, and select medical specialties. Emphasis is given to defining, interpreting and pronouncing medical terminology.

Identify structure of medical vocabulary including prefixes, suffixes and root words; Apply the rules of building medical terms; Recognize and define medical terms relating to anatomical structure and function, pathology, diagnostic and clinical procedures, and medical specialties; Use medical terminology accurately in context

Outcomes

HSM 200 Careers in Healthcare Administration (2 Credit Hours)

This course provides an introduction to healthcare administration careers. Students explore the various sectors and supporting industries making up the larger healthcare enterprise. Administrative career options and industry growth patterns are presented. Students are introduced to working professionals and professional organizations representing various sectors of the healthcare industry. Class discussions integrate healthcare industry vocabulary and jargon.

Upon successful completion of this course, the student will be able to: 1) Distinguish healthcare sectors and supporting industries; 2) Describe a variety of roles and functions within healthcare administration; 3) Identify various entry points into a healthcare administration career; and 4) Explore areas of interest for career consideration

Outcomes

HSM 210 Introduction to Global Healthcare Delivery (3 Credit Hours)

Social determinants of health, comparative health systems, global health initiatives and their effects on health outcomes are addressed. Students examine current issues impacting global population health and improvements in care locally and worldwide. Roles of governmental, institutional and corporate organizations in financing, governing and delivering worldwide healthcare are studied.

Interdisciplinary Option: Bioethics, Global Studies

This course satisfies the Engaged Learning requirement.

Course equivalencies: HSM 210 / PUBH 314 / ENVS 385

At the successful completion of the course, the student will be able to: 1) Identify major global health care strengths and challenges; 2) Develop a broad worldview of communities and countries with different lifestyles, economics, and geopolitical systems and how these differences impact health care; 3) Explain the characteristics and roles of governments, non-governmental organizations (NGO's) and public/private partnerships as relates to health and health care around the world; 4) Analyze the impact of globalization on health and healthcare systems; 5) Assess the ethical and social justice issues associated with health inequities around the world; 6) Address a global health care issue, analyze the issue using relevant theoretical concepts and recommend a course of action

Outcomes

HSM 220 Post-Acute & Long-Term Care Management (3 Credit Hours)

This course examines healthcare delivery models designed to meet the needs of older adults and those with disabilities and chronic health conditions. It explores the experience of the patients and caregivers receiving these services as well as the professional workforce who provides them. It also examines the methodologies used to make decisions that impact internal and external customers.

Interdisciplinary Option: Bioethics

This course satisfies the Engaged Learning requirement.

Analyze the challenges and opportunities faced by the US healthcare system related to changing demographics; Apply theories of aging and disability to the management of post-acute and long-term care services; Compare healthcare delivery models used in post-acute and long-term care services; Articulate the roles, responsibilities, and challenges faced by post-acute and long-term care professionals; Articulate the social justice and ethical issues associated with aging and disability in the context \\nof post-acute and long-term care environments

Outcomes

HSM 230 Fundamentals of Health Equity (3 Credit Hours)

Pre-requisites: HSM 110 (Can also be taken as a corequisite)

This course introduces the concept of health equity and provides an overview of health disparities in the U.S. Students examine the root causes of and explore populations most affected by health inequities. The course explores system approaches and strategies aimed at improving health equity.

Interdisciplinary Option: Bioethics

Analyze pathways of causality leading to health inequities; Differentiate between disease causation and disparity causation; Compare and contrast strategies to improve health equity in the US; Identify roles and responsibilities of healthcare professionals as agents of change; Explain the relationship between community, social justice and health status; Describe philosophical principles that underlie social justice priorities; Generate ideas for programs and policies that promote health equity

Outcomes

HSM 240 Healthcare Workforce Management and Professionalism (3 Credit Hours)

Co-requisites: HSM 110

This course offers a comprehensive examination of human resources management (HRM) in healthcare, emphasizing its strategic application. It addresses the technical and legal facets of HRM while also fostering the development of professionalism and equipping students to thrive in the ever-evolving healthcare environment.

Examine the impact of human resources management (HRM) and organizational development principles on healthcare administration practices; Describe how internal and external environments impact the healthcare workforce environment; Identify the key elements of professionalism in healthcare administration, including ethical standards, communication, and teamwork; Analyze scenarios to assess the impact of HRM decisions on healthcare organizations, including their financial and operational outcomes; Evaluate the impact of professionalism on healthcare administration practices; Demonstrate engagement in HRM activities, including negotiation and communication

Outcomes

HSM 280 Healthcare Ethics in Practice (3 Credit Hours)

Pre-requisites: PHIL 130 or equivalent

This course provides an in-depth exploration of ethical leadership within healthcare management. Students will examine historical and contemporary ethical issues that impact the management of healthcare organizations, gaining a comprehensive understanding of the challenges and responsibilities faced by healthcare leaders. The course emphasizes the importance of personal moral perspectives, encouraging students to compare their views with those of their peers and the dominant positions of the day to foster a nuanced appreciation of diverse ethical opinions.

Describe historical and contemporary ethical issues affecting management of healthcare organizations; Analyze key characteristics of healthcare administrators that contribute to ethical and effective leadership; Apply critical thinking to decision-making models when managing differing opinions and justifying ethical decisions; Reflect on personal values to gain insight into one's vocation and career path in the health sciences, integrating self-awareness with future professional responsibilities

Outcomes

HSM 310 Healthcare Project Management (3 Credit Hours)

Pre-requisites: HSM 110; Course is restricted to Healthcare Administration and Public Health majors

This course introduces the fundamental principles of project management in healthcare organizations, emphasizing the processes, tools, and methodologies necessary for successful project execution. Students will learn how to initiate, plan, execute, monitor, and close projects in healthcare settings, with a focus on strategic alignment, risk management, and stakeholder communication. The course also emphasizes the development of teamwork, leadership, and managerial skills required to effectively manage diverse teams and navigate challenges in dynamic healthcare environments. Through practical applications, students will gain hands-on experience in creating project plans, managing resources, and ensuring successful project outcomes.

Explain key project management principles, tools, methodologies, and frameworks, with a focus on healthcare projects; Distinguish between the roles and responsibilities of functional managers and project managers; Develop comprehensive healthcare project plans that address scope, goals, timelines, budgets, and stakeholder communication; Identify potential risks for healthcare projects and risk mitigation strategies; Apply leadership and collaboration skills to lead teams and achieve project goals and objectives

Outcomes

HSM 315 Healthcare Quality & Performance Improvement (3 Credit Hours)

Pre-requisites: HSM 240 and HSM 368

This course examines the role of management in measuring performance and achieving quality in healthcare organizations. Emphasis is on the historical evolution, current concepts and future trends associated with measuring and evaluating health care quality. Students explore fundamental concepts of quality improvement design, planning, and methodology.

1) Articulate the historical evolution and current forces driving changes in healthcare quality; 2) Describe major quality improvement models that provide a framework for change; 3) Differentiate the use of structural, process and outcome indicators for measuring quality; 4) Apply quantitative and qualitative performance measurement approaches to healthcare processes; 5) Apply quality improvement tools and techniques to healthcare processes; 6) Explain operational and clinical quality improvement data; and 7) Apply a systematic quality improvement approach to healthcare processes

Outcomes

HSM 325 Healthcare Fiscal Management (3 Credit Hours)

Pre-requisites: HSM 110 and FINC 301

This course introduces principles of financial management in healthcare organizations. Students will explore budgeting, cost accounting, revenue cycle management, and reimbursement models, including Medicare and Medicaid. Topics also include financial condition assessment, capital planning, and the financial challenges of non-profits, such as uncompensated care. Ethical considerations and future trends, like lean management and innovative payment models, prepare students for dynamic decision-making in healthcare finance.

Analyze how political, social, economic, and healthcare payment system factors influence financial health and cost structure within US healthcare organizations; Evaluate the financial health and performance of healthcare organizations through analysis and interpretation of financial statements, including the ability to defend financial conclusions; Apply principles of healthcare accounting, cost analysis, budgeting, revenue cycle management, insurance, and reimbursement to support organizational decision-making and strategic planning; Explain the legal, ethical, and social justice considerations in healthcare financial management, including the role of nonprofit organizations, uncompensated care, and their impact on fiscal decision-making

Outcomes

HSM 330 Healthcare Legal & Regulatory Environment (3 Credit Hours)

Pre-requisites: HSM 240 and either HSM 280 or PHIL 284

This course explores the foundations of healthcare law. Key topics include informed consent, joint ventures, medical staff issues, credentialing, liability, and bioethical concerns such as end-of-life decision-making. Additionally, the course explores risk management strategies, fraud and abuse regulations, and other critical healthcare laws. Students will gain insight into the law-making process, the role of regulatory bodies, and their impact on healthcare operations. Emphasis is placed on understanding and applying these concepts to case studies and real-world healthcare management scenarios.

Examine the structure of the US legal system and its application to healthcare regulations and judicial processes; Describe the principles of liability as they pertain to healthcare organizations, medical staff, and joint ventures; Identify key government regulations impacting healthcare services, professionals, and organizational compliance; Analyze bioethical issues in healthcare regulations, including end-of-life decision-making, negligence, malpractice, informed consent, and the use of human research subjects and their connection to healthcare regulation; Discuss risk management practices and strategies to prevent healthcare fraud, abuse, and regulatory violations

Outcomes

HSM 338 Healthcare Strategy and Marketing (3 Credit Hours)

Pre-requisites: HSM 110, HSM 230, and HSM 310

This course offers an overview of healthcare strategy and marketing, focused on strategic management and marketing fundamentals and tools. Students work individually and in groups to apply strategies specific to healthcare consumers, markets, products and services; developing and presenting the marketing component of a healthcare business plan at the end of the semester.

Apply principles of strategic management in the context of a healthcare organization; Utilize basis healthcare market research approaches, techniques and tools; Identify ethical and legal issues related to strategy and marketing in healthcare organizations; Develop a strategic marketing campaign for a healthcare product, program or service; Demonstrate effective teamwork skills in producing and presenting multimedia-based strategy and marketing materials and plans

Outcomes

HSM 340 Health Care Policy (3 Credit Hours)

Pre-requisites: HSM 110 and HSM 230; HSM 230 may also be taken as a corequisite

This course explores government's role in organizing, financing and delivering healthcare. With an emphasis on policy formation, advocacy and change, students apply policy analysis tools to contemporary public health and healthcare problems. Using examples such as Medicare, Medicaid or mental health policy, the course highlights the role of leadership as a key component of successful policymaking.

Explain how federal, state, and local health policy is formulated and implemented; Assess the balance between public good and individual rights in the policy process; Analyze the impact of specific healthcare policy on health outcomes and the delivery of healthcare; Identify future health policy directions that would improve the health status of Americans; Describe the role of individual and organizational leadership in influencing and improving policy outcomes

Outcomes

HSM 345 Healthcare Data Analytics (3 Credit Hours)

Pre-requisites: ACCT 201 and ISSCM 241/PSYC 304 This course explores the use of clinical and operational data to improve outcomes and achieve greater efficiencies in healthcare systems

The role of data analytics in supporting informed decision-making is emphasized. Topics include data manipulation, analysis, and visualization. Practical business intelligence tools, such as Microsoft Excel® or Tableau®, are used.

Discuss the role of data analytics in clinical and operational improvement efforts; Apply analytic techniques to health and healthcare data using business intelligence tools or applications; Identify meaningful patterns and trends in data sets to inform business decisions; Understand and interpret business needs and extract appropriate data necessary to solve problems; Propose solutions to complex business problems that are supported by data analysis & visualizations

Outcomes

HSM 350 Healthcare Administration Capstone (3 Credit Hours)

Pre-requisites: HSM 240, HSM 310, HSM 315, HSM 325, and HSM 338

The capstone course serves as a culminating experience for undergraduate healthcare administration majors, showcasing their comprehensive knowledge and skills. Through an original team project, students synthesize and apply core concepts - including operations, strategy, quality, finance, project management, marketing, and human resources - to address a problem across diverse service types and care settings in the healthcare system. The course emphasizes solutions aligned with the Jesuit values of social justice and care for others and encourages ethical and equitable approaches to healthcare challenges.

Apply knowledge of healthcare administration to analyze challenges in a healthcare delivery project; Synthesize data from diverse sources to meet complex project objectives; Incorporate mentor feedback to revise project plans; Manage a large-scale healthcare project to achieve specified outcomes; Demonstrate teamwork and collaboration skills to achieve shared project goals

Outcomes

HSM 355 Special Topics (1-3 Credit Hours)

Pre-requisites: Variable, used as needed,

Variable hours and topics.

HSM 358 Research Literacy for Health Decision-Makers (3 Credit Hours)

Pre-requisites: ISSCM 241 or STAT 103

This course explores the research process and the regulatory requirements in health sciences research. It provides a foundation for application of evidence-based practices in healthcare services. The fundamentals of research design, methodology, interpretation, and critical appraisal are introduced. The course requires critical thinking to determine the relevance of novel research. Emphasis is given to practical applications to decision-making in healthcare administration. Students will present a critical analysis of multiple types of research studies.

Course equivalencies: X - HSM 358 / MHA 450

Outline research processes; Discuss the strengths and weaknesses of specific levels of evidence; Describe ethical doctrine and regulations impacting human participant protection; Assess study design, measures, and data collection techniques; Critically evaluate health-related research, including analysis and conclusions; Evaluate the relevance of novel research

Outcomes

HSM 360 Healthcare Administration Experiential Learning Practicum (6 Credit Hours)

Pre-requisites: HSM 310, HSM 315, HSM 330, HSM 338, HSM 345, HSM 358, HSM 368, and HSM 386

This course offers students an immersive professional experience within a healthcare setting, providing the opportunity to apply theoretical knowledge gained from prior healthcare administration coursework in a real-world context. Under the guidance of the course instructor(s) and a field preceptor, students collaborate with a healthcare organization to complete goal-oriented projects that align with the organization's needs and objectives. These projects are developed in partnership with the student, faculty advisor, and field preceptor, ensuring both practical relevance and academic rigor. Students are required to complete a minimum of 196 on-site hours, scheduled in coordination with the preceptor. This hands-on engagement allows students to refine their skills, deepen their understanding of healthcare administration, and contribute meaningful outcomes to their host organization.

This course satisfies the Engaged Learning requirement.

Apply healthcare administration theoretical knowledge, concepts, and skills; Utilize analytical tools to address problems of practice; Exhibit critical thinking and advanced communication skills; Apply ethical reasoning to make at principled decisions in alignment with the Jesuit tradition; Incorporate feedback to enhance improve personal and professional effectiveness; Demonstrate independence, resourcefulness, and thoughtfulness in the workplace

Outcomes

HSM 365 Health Innovation and Entrepreneurship (3 Credit Hours)

This course introduces basic concepts and methods of design thinking and entrepreneurial training through lecture, discussion and experiential activities. Students will form collaborative teams to develop innovative healthcare products, processes or services especially relevant to promoting health equity and reducing health disparities - by practicing customer discovery, problem identification, ideation, prototyping, testing and pitching. Course is open to Juniors and Seniors at the Parkinson School as well as students in the LUC Interdisciplinary Honors Program.

Students will be able to define basic principles of design thinking and entrepreneurial business model generation, and explain how they can be applied in a variety of healthcare settings as tools for innovation especially related to promoting health equity and reducing health disparities

Outcomes

HSM 368 Management of Healthcare Organizations (3 Credit Hours)

Pre-requisites: HSM 110

This course familiarizes students with the profession of healthcare administration by providing an overview to leadership, management, organizational development and change. Reflecting the uniqueness of the healthcare sector, students are introduced to key principles, practices and theories that support the socially just and ethical management of healthcare organizations.

1) Differentiate between the roles of healthcare manager and healthcare leader; 2) Describe how management principles are applied in healthcare organizations; 3) Articulate organizational development challenges faced by healthcare entities; 4) Formulate strategies to manage a change intervention; and 5) Explain ethical and social justice responsibilities in healthcare management

Outcomes

HSM 386 Health Information Systems Management (3 Credit Hours)

Pre-requisites: HSM 110 (Can also be taken as a corequisite)

This course explores the management and leadership of health information systems in the healthcare industry. Students will examine the types, purposes, and attributes of clinical and administrative systems used in healthcare organizations. Topics include the value of health information systems in enhancing organizational performance, the systems development lifecycle, and the role of management and leadership in system implementation. Additional focus is placed on addressing privacy, security, and ethical challenges, as well as evaluating the impact of emerging trends on healthcare delivery.

Describe the major types, purposes, and attributes of clinical and administrative information systems used in health care organizations; Explain the value of health information systems, including their role in supporting organizational performance, strategy, and effective management; Evaluate risks related to privacy, security, and ethical considerations in the use and management of health information systems; Explain how the systems development lifecycle supports the effective management of health information systems; Evaluate the potential impact of emerging trends in health information systems

Outcomes

HSM 390 Applied Decision-Making in Interprofessional Education (3 Credit Hours)

Pre-requisites: Senior standing in Health Science BS program

This course explores the principles and practices of decision-making in interprofessional contexts within the health sciences. Students will examine frameworks for collaborative problem-solving, ethical considerations, and evidence-informed decision-making across diverse professional roles. Emphasis will be placed on applying decision-making models to real-world scenarios, enhancing communication, and fostering teamwork to improve outcomes in health and community settings. Through case studies, simulations, and a team based project, students will develop skills to make effective, equitable, and context-sensitive decisions in interprofessional teams.

Analyze decision-making theories and models relevant to interprofessional collaboration in health and public health contexts; Apply evidence-based frameworks to make informed decisions in complex, real-world scenarios; Demonstrate effective communication strategies that support shared decision-making among diverse professional roles; Evaluate ethical, cultural, and equity considerations that influence decision-making in interprofessional practice

Outcomes

HSM 391 Interprofessional Internship (3 Credit Hours)

Pre-requisites: Senior standing in Health Science BS program

This internship course provides students with the opportunity to integrate academic learning with professional practice through 200 hours of supervised field experience in health organizations. Students will engage in interprofessional settings where they apply theoretical knowledge, develop professional competencies, and contribute to collaborative practice. Emphasis is placed on reflective practice, professional identity formation, and the development of skills essential for effective teamwork and leadership in health and public health contexts.

Apply discipline-specific knowledge and interprofessional competencies in a professional health organization setting; Demonstrate effective communication, teamwork, and collaboration skills in interprofessional practice; Evaluate the role of interprofessional collaboration in improving health outcomes and organizational effectiveness; Develop professional skills, networks, and career readiness through supervised experiential learning

Outcomes

HSM 399 Independent Study in Healthcare Administration (1-4 Credit Hours)

Pre-requisites: Permission of the Program Director, Must be enrolled in the undergraduate Healthcare Administration program

This is a directed study course in public health for approved students, supervised by a member of the faculty. Students must have an assigned professor, written objectives, planned outcomes and timelines.

Upon successful completion of this course, the student will be able to articulate a general understanding of the selected topic

Outcomes

Upon successful completion of this course, the student will be able to articulate a general understanding of the selected topic

Public Health (PUBH)

PUBH 199 Service-Learning in Health Sciences Leadership (3 Credit Hours)

This introductory course aims to teach students the fundamental concepts, principles, and practices associated with interprofessional health approaches. The course will emphasize the importance of teamwork, communication, and respect among various health professionals in delivering holistic care across the health continuum.

Compare roles, responsibilities, values, ethics, communication, and teamwork of various health professions; Discuss evidence-based impact of interprofessional research, practice, and education; Communicate effectively across professions; Participate in interprofessional teams and case-based activities

Outcomes

PUBH 300 Introduction to Public Health (3 Credit Hours)

Public health is the science of preventing disease and protecting and promoting the health of populations and communities. Through interactive exercises and application of concepts, this course considers its history; ethical principles; scientific foundation and tools; biomedical bases; socioeconomic and behavioral factors; environmental issues; and relationship to medical care.

Course equivalencies: X -PUBH 300/ ENVS 300

Describe the history, core concepts, functions, and methods of public health; Define health disparities and explain how they are produced; Synthesize public health information and communicate it effectively

Outcomes

PUBH 301 Health and the Environment (3 Credit Hours)

This course is designed as an introduction to the field of environmental health, including regulations, research, disease prevention, and advocacy.

Course equivalencies: X-ENVS301/PUBH301/MBPH401

Students will be able to outline approaches for assessing and controlling environmental hazards that affect community health and discuss major local, national, and global health challenges

Outcomes

Students will be able to outline approaches for assessing and controlling environmental hazards that affect community health and discuss major local, national, and global health challenges

PUBH 303 Fundamentals of Epidemiology (3 Credit Hours)

Epidemiology is the study of the distribution and determinants of disease in populations and remains the basic science of public health. The objective of this course is to familiarize students with the range of tools used to conduct epidemiologic analysis, including study design and measures of association.

Course equivalencies: X- PUBH 303/ENVS 303/MPBH 403

Apply epidemiological methods to public health problems; select appropriate quantitative data collection, study designs, and analytical methods; apply adjustment techniques; and calculate measures of association; and interpret and communicate results

Outcomes

PUBH 304 Health Behavior and Health Promotion (3 Credit Hours)

This introductory course is designed to provide students with a foundation in behavioral theory as applied to public health practice, including health education and health promotion. Health education strategies will be examined from the perspective of health literacy, cultural competency, and adult learning behaviors among other dynamics.

This course satisfies the Engaged Learning requirement.

Describe a range of health behavior theories and frameworks commonly incorporated into public health interventions on the individual, inter-personal, and community level

Outcomes

Describe a range of health behavior theories and frameworks commonly incorporated into public health interventions on the individual, inter-personal, and community level

PUBH 305 Public Health Communication (3 Credit Hours)

This course will teach students effective use of health literacy and health communication tools, including the use of mass media, online social media, and health professions' communication with patients in clinical settings.

Students will be able to develop communication tools such as infographics and brief web-based videos and evaluate public health information

Outcomes

Students will be able to develop communication tools such as infographics and brief web-based videos and evaluate public health information

PUBH 306 Critical Thinking in Public Health (3 Credit Hours)

This course is designed to prepare students to make reasoned, intelligent decisions about public health matters by learning about and practicing how to think, read, write, and speak critically.

Be able to evaluate the credibility of sources of information, scrutinize arguments, recognize biases in oneself and in others, and take a stand on public health issues and support it

Outcomes

Be able to evaluate the credibility of sources of information, scrutinize arguments, recognize biases in oneself and in others, and take a stand on public health issues and support it

PUBH 307 Foundations of Public Health Policy (3 Credit Hours)

Provides students with theoretical frameworks to understand public health policy issues, introduces public policy making processes, and enables students to analyze position papers on policy topics. Drawing from law, economics, political science, ethics and epidemiology, the course provides students with the knowledge and skills to understand policy-making processes.

Course equivalencies: PUBH 307/MPBH 407

Explain how federal, state, and local health policy is formulated, implemented and evaluated; Assess the balance between the public good and individual rights in the policy process in public health

Outcomes

Explain how federal, state, and local health policy is formulated, implemented and evaluated; Assess the balance between the public good and individual rights in the policy process in public health

PUBH 309 Introduction to Biostatistical Methods for Public Health (3 Credit Hours)

This course offers an introductory overview of the fundamental and foundational biostatistical concepts and methods that are critical in the field of public health. Emphasizing the application and interpretation of biostatistical methods, it covers a broad spectrum of topics including graphical and numerical descriptive statistics for data summarization and exploration; probability theory with an emphasis on the binomial (discrete) and normal (continuous) distributions, which are crucial for understanding statistical inference; and inferential statistics, encompassing point estimation, interval estimation, and hypothesis testing to support evidence-based decision-making. The course also introduces nonparametric statistical methods for analyzing data without assuming a specific distribution.

Explain the fundamental concepts of probability and statistics as they apply to public health data; Analyze graphical and numerical descriptive statistics to effectively summarize public health data; Evaluate basic inferential statistical methods, including hypothesis testing and confidence intervals, to draw and justify conclusions from public health data; Justify the appropriate statistical methods for specific public health research scenarios based on the data type and research question; Communicate statistical information effectively to various audiences within the field of public health

Outcomes

PUBH 310 Public Health Internship (3 Credit Hours)

This practical internship course will integrate theory, where students will unpack the complexities of Public Health and gain an understanding of the roles and responsibilities of professionals. Careers in Public Health are multidimensional, students will integrate real world experience reflecting on experiences of leadership, health equity, community engagement, and professional development.

This course satisfies the Engaged Learning requirement.

Integrate academic internship experience with course curriculum academic content through critical reflection of leadership theory and development; assess leadership identity, leadership behavior, and civic role in a public health framework

Outcomes

PUBH 313 Community Assessment and Program Planning (3 Credit Hours)

This course will teach the basics of community health assessment and public health program planning, implementation, monitoring, and evaluation. This will include learning data collection techniques, program design, data analysis strategies, and how to present evaluation findings to different audiences. Students will then apply the lessons learned in class by developing a project plan for a hypothetical public health program.

Describe a community health assessment; Define conceptual frameworks and logic models and their purpose in the context of public health programs; Design data collection tools for community health assessment and program evaluation purposes; Determine the best evaluation strategy to use in various programmatic scenarios; Apply program planning, implementation, monitoring, and evaluation methods to case study assessment

Outcomes

PUBH 314 Global Public Health (3 Credit Hours)

This course is an introduction to global health at the undergraduate level to provide the students with an understanding of global health goals and governance, health surveillance systems, and the determinants, consequences and trends of disease in low- and middle-income countries, with some reference to high-income countries and regions. Both infectious and non-communicable diseases will be addressed, as will reproductive and women's health, children's health, nutrition, immigration, and environmental health.

Course equivalencies: HSM 210 / PUBH 314 / ENVS 385

Define the most commonly used global health metrics, international goals, and common global health issues; Describe the various ways historical colonialism and modern globalization impact global health outcomes and programs; Analyze case studies of existing global health interventions and policies; Apply knowledge of global health statistics, common health issues, and public health interventions in the development of a country health profile; Identify reasons for health inequities/disparities which exist in low- and middle-income countries, as well as higher-income countries; Compare current global health funding and implementation systems, such as foreign aid, the United Nations, public/private partnerships

Outcomes

PUBH 315 Public Health Advocacy (3 Credit Hours)

This course is designed to equip students with a foundational understanding of the essential role of advocacy in informing and advancing public health policy, as well as skills necessary to engage in that process. Students will examine public health advocacy campaigns, the legislative process at the local, state, and federal level, the need for evidence-based research in shaping public health policy, the importance of critically evaluating policy proposals, and the incorporation of health equity in the process. The course will cover assessment of the political landscape, stakeholder engagement, and the development of strong written, verbal, and multi-media communication skills. The class will address current public health issues through lectures, class discussions, and projects, including projects aimed at engaging legislators.

Develop effective advocacy strategies tailored to public health issues; Evaluate evidence-based research to support policy recommendations; Engage diverse stakeholders to advance public health initiatives; Craft persuasive advocacy messages for diverse audiences; Explain the legislative and policy-making processes involved in implementing public health changes

Outcomes

PUBH 320 Global Health Internship (3 Credit Hours)

Pre-requisites: Restricted to students accepted into an official Parkinson School study abroad program

Co-requisites: PUBH 321 (may also be taken as a Prerequisite)

This internship course is for students selected for the global health field experience. Students will travel to an international site and collaborate, either individually or in groups, with a local community partner on a practical public health project that will result in a deliverable students will provide to the partner. Each student is expected to complete at least 100 hours of fieldwork and fulfill all project requirements while abroad. Students will use an asset-based assessment modality, as opposed to deficit-based, when developing their projects. Upon return, students will share their experience with the Loyola University Chicago community through a final presentation.

This course satisfies the Engaged Learning requirement.

Collaborate with a host or partner organization to determine a local project that will meet their programmatic needs; Co-create strategies with the partner organization and implementation community to address the assigned health issue; Summarize lessons learned and project plans for the local partner, implementation community, and LUC community via a presentation; Demonstrate interprofessional values and communication skills that demonstrate respect for, and awareness of, the unique cultures, values, roles/responsibilities, and expertise represented by other professionals and groups that work in global health

Outcomes

PUBH 321 Global Health Experience Seminar (1 Credit Hour)

Pre-requisites: Only for students accepted into an official Parkinson School study abroad

This 1-credit seminar course prepares students selected for the summer global health internship to engage ethically, professionally, and effectively in international public health settings. Through interactive sessions, students will explore foundational global health concepts, complete ethics and safety training, analyze key public health indicators for their assigned site, and reflect on the role of culture in shaping health beliefs and health systems. Emphasis will be placed on responsible global engagement, cultural humility, and comparative analysis of health systems. Successful completion of this course is required for participation in the summer field internship abroad.

Analyze the health status of populations using available data for your assigned local site; Describe how cultural context influences perceptions of health and disease in your local implementation context; Compare and contrast the local national model or health system for provision of healthcare to the US system, including their respective effects on health and healthcare expenditure; Define local, national, and international codes of ethics and how they are relevant to one's working environment

Outcomes

PUBH 390 Special Topics: Public Health Intelligence (3 Credit Hours)

Pre-requisites: Students must have completed one statistics course including STAT 103, PSYC 304, STAT 335, ISSCM 241 equivalent

This course provides both a conceptual foundation and a hands-on introduction for PH informatics - the science of collecting, organizing, and using information to promote and protect the health of all people. Students will work with real-life data sets, from food safety to crime reports, while furthering their understanding of the intersection of public health practice and informatics.

After taking this course, students will have developed a conceptual foundation for quickly assessing data sets and evaluating informatics approaches to produce high-quality information resources for decision makers

Outcomes

PUBH 391 Leadership and Public Health Entrepreneurship (3 Credit Hours)

Public health entrepreneurship provides a pathway for action to solving public health challenges. Students will learn how to identify public health challenges, ideate, develop sustainable solutions rooted in evidence, cultivate partnerships, lead with authenticity, communicate through the art of storytelling, and champion community well-being.

Define public health entrepreneurship and explore its role in addressing health disparities with communities

Outcomes

Define public health entrepreneurship and explore its role in addressing health disparities with communities

PUBH 392 Special Topics In Public Health (1-3 Credit Hours)

Pre-requisites: Restricted to students in the Bachelor of Public Health (BSPH) program, or with permission of the instructor

This course covers a specific topic in public health.

Students will be able to articulate a general understanding of the selected topic

Outcomes

Students will be able to articulate a general understanding of the selected topic

PUBH 395 Independent Study in Public Health (1-4 Credit Hours)

Upon successful completion of this course, the student will be able to articulate a general understanding of the selected topic

Outcomes

Upon successful completion of this course, the student will be able to articulate a general understanding of the selected topic

PUBH 399 Public Health Capstone Experience (3 Credit Hours)

This course is a cumulative, integrative and scholarly or applied experience or inquiry project. It may include internships, service-learning projects, senior seminars, portfolio projects, or research paper. The project provides the opportunity for students to demonstrate proficiency in effective communication skills through a written report and oral presentation.

This course satisfies the Engaged Learning requirement.

Demonstrate in written report and oral presentation the knowledge and skills acquired during the undergraduate program through selected projects which translate gained information into public health practice, including research

2026-2027 Catalog

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Faculty

Parkinson School of Health Sciences and Public Health