22 courses with the subject DSHS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
DSHS 700Foundations Of Research3
This course will introduce students to the process of conducting ethical research in physical and behavioral health sciences. Students will differentiate between various types of research inquiry, design, and statistical approaches. Key tenets of research ethics will be discussed. Students will complete CITI Training through the Lehigh Valley Association of Independent Colleges.
This course offers a comprehensive introduction to the Scholarship of Teaching and Learning. Participants will learn foundational concepts and research processes necessary to conduct such research. Students will complete the course with a firm understanding of the importance of SoTL and the skills to develop meaningful inquiry into teaching and learning practices.
In this course, students will look deeply at the benefits and utility of survey research. Students will develop skills in the design, methods, analysis, interpretation and dissemination of survey research.
This course provides an introduction to fundamental concepts and methods in biostatistics as applied to physical and behavioral health sciences. Students will apply techniques using statistical software to analyze applied data. Emphasis is placed on interpreting and communicating statistical results and findings accurately and effectively in the context of health sciences.
In this course, students will develop written communication skills to ethically and effectively disseminate research in the health sciences. Students will analyze the features of key scientific genres, practice appropriate citation, and refine their editing and revision techniques. Students will explore the key components of grant applications and develop writing skills specific to common funding requirements.
This course will introduce the structure, function and evolving landscape of higher education. Students will explore the history and mission of higher education, key institutional types, and the roles of teaching, research and service across institutions with diverse missions. Students will analyze current trends and challenges in higher education alongside foundational concepts in learning theory, sustainability, and policy. Through reflection and inquiry, students will consider essential components of making a successful transition from clinical practice to higher education, including the future of the industry and how technological advances and globalization will impact their career path forward.
This course introduces educators to the foundational concepts, ethical considerations and practical applications of artificial intelligence (AI) in higher education. Students will develop AI literacy and critical awareness of common misconceptions, biases, and ethical dilemmas related to its use. Emphasis is placed on digital citizenship and the responsible integration of AI tools into teaching and learning. Students will use AI to enhance instruction and assessment. Students will express the advantages and challenges of AI utilization.
This course offers a comprehensive exploration of effective strategies for evaluating and assessing student learning in both classroom and clinical environments. Students will learn to design and implement a variety of assessment methods, including written and performance-based tools, with a focus on developing instruments that are psychometrically sound and aligned with learning outcomes. Additionally, students will learn how to properly assess affective domains such as professional behavior and communication.
This course provides a comprehensive guide to theory, design, and implementation of simulation-based education in the health professions. Students will explore a range of simulation modalities, including high-fidelity manikins, standardized patients, virtual reality, task trainers, and hybrid approaches. Emphasis is placed on the pedagogical foundations of simulation. Students will gain practical skills in equipment setup, technology and environment management resulting in being equipped to design, facilitate, and evaluate impactful simulation experiences for health professions students. A residency component is linked to this course.
This course provides a comprehensive overview of the principles, design and implementation of Interprofessional Education (IPE). Students will explore the core principles of IPE, with an emphasis on common themes and variables of adjustment. Students will reflect on ways to foster positive team function in the learning environment.
This course explores the distinctive methodologies, management strategies, and implementation processes of mixed methods research design. Students will learn to evaluate the appropriateness, feasibility, and practical applications of utilizing mixed methods in health sciences research. After acquiring practical skills and techniques, students will design a mixed methods research proposal and reflect on potential challenges and benefits associated with executing the mixed methods proposal.
This course provides a foundational understanding of teaching and learning principles, with a focus on adult learners in health sciences education. Students will explore evidence-based strategies for designing and delivering innovative, engaging, and effective instruction across diverse learning environments. Through the use of technology, evidence-based methods for content delivery, and innovative tools specific to the health sciences, students will explore methods to achieve student learning outcomes. The course addresses best practices for both in-person and online teaching, with particular attention to inclusive and student-centered approaches.
This course provides a foundation in theory and practice of designing, delivering and evaluating effective online learning experiences for adult learners. Grounded in the principles of andragogy, heutagogy and student-centered learning, the course explores instructional design models and emphasizes clarity, alignment, and integration for effective delivery and learner engagement. Students will gain tools for increasing their presence as an instructor, fostering student engagement, and promoting student motivation.
This course examines principles and practices for fostering inclusive, equitable, and culturally responsive learning environments in both classroom and clinical settings. Students will explore how intersectional factors influence learner experiences and outcomes, developing skills to recognize and address exclusionary practices. Through analysis of laws, regulations, and accreditation standards, students will learn to design strategies that promote access, belonging, and academic success for all learners.
This course provides doctoral students with foundational experience in teaching within the health sciences. Under the mentorship of experienced faculty, students will serve as co-instructors in an undergraduate or graduate course within their discipline. Throughout the semester, students will gain hands-on experience in course delivery, including lesson planning, facilitation of class sessions, and assessment of student learning. In addition to practical teaching experience, students will reflect on their emerging teaching identity by developing a personal teaching philosophy grounded in evidence-based instructional practices and inclusive andragogy.
Building on the foundational experience of Teaching Residency I, this course advances students’ teaching competencies as they assume the role of lead instructor for a health sciences course. Students will design and deliver the full course under the guidance of a faculty mentor, gaining experience in curriculum design, course management, and student assessment. Key deliverables include authoring a complete syllabus, creating and organizing course materials in a learning management system, and analyzing student feedback to reflect on and improve their teaching practice.
DSHS850 - Teaching Residency I Credit Type Code: PASS-NO CREDIT
DSHS 880Dissertation I3
In this first stage of the dissertation process, students will design and propose an original, applied research project in the health sciences. Under the guidance of their dissertation chair and committee, students will complete Chapters 1-3 of their dissertation: Introduction, Literature Review, and Methodology. Students will present an oral proposal to their committee and incorporate feedback to refine their research plan. This course also includes preparation and submission of an Institutional Review Board (IRB) application to ensure ethical compliance for human subjects research. By the end of this course, students will have an approved proposal and IRB clearance to begin data collection.
In this second stage of the dissertation process, students will continue work on their original research project. Under the guidance of their dissertation chair and committee, students will complete data collection, data analysis and Chapter 4: Results of their dissertation.
DSHS880 - Dissertation I Credit Type Code: PASS-NO CREDIT
DSHS 890Teaching Residency3
This course, repeatable 2 times for credit, provides doctoral students with progressive, mentored teaching experience in the health sciences. Under the guidance of experienced faculty, students begin by co-instructing an undergraduate or graduate course within their discipline, gaining hands-on experience in lesson planning, facilitation of class sessions, and assessment of student learning. As the course progresses, students advance to the role of lead instructor, assuming primary responsibility for the design, delivery, and management of a health sciences course. Students will develop a complete syllabus, create and organize course materials within a learning management system, and implement evidence-based, inclusive instructional and andragogical practices. Throughout the experience, students will analyze student feedback and engage in reflective practice, culminating in the development of a personal teaching philosophy that articulates their emerging teaching identity and commitment to effective, equitable teaching.
In this third stage of the dissertation process, students will continue work on their original research project. Under the guidance of their dissertation chair and committee, students will complete Chapter 5: Conclusions, prepare and present an oral defense of their dissertation to their dissertation committee and other stakeholders, present their research as a poster, and prepare a submission of their research to a peer-reviewed journal.
DSHS881 - Dissertation II Credit Type Code: PASS-NO CREDIT
DSHS 901Independent Research3
This course provides students the opportunity to design and complete an independently led project that aligns with the objectives of the Doctor of Science in Health Sciences program. Students will work under the guidance of a faculty mentor to develop a project proposal with clearly defined goals, measurable outcomes, and a timeline for completion. Projects may focus on applied research, program development, leadership initiatives, andragogy, scholarly writing, or other areas that contribute to innovation and advancement within the health sciences. Throughout the course, students will demonstrate self-directed learning, critical thinking, and professional scholarship while producing a final deliverable that reflects meaningful impact in their field.
This course, repeatable 3 times for credit, guides students through all stages of the dissertation process as they design, conduct, and disseminate an original applied research project in the health sciences under the supervision of a dissertation chair and committee. Students progress from developing Chapters 1-3 and obtaining Institutional Review Board (IRB) approval, to completing data collection, data analysis, and Chapter 4: Results. The course culminates in completion of Chapter 5: Conclusions, an oral dissertation defense, presentation of findings as a scholarly poster, and preparation of a manuscript for submission to a peer-reviewed journal.
