26 courses with the subject HLTR, 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.
HLTR 150Intro to Communication Disorders4
The course is designed to introduce students to the field communication sciences and disorders (CSD). It will provide learners with an overview of disorders of speech, language, and hearing as seen in children and adults. Additionally, special topics such as overviewing typical speech and language development across the lifespan and multicultural issues and CSD will be discussed.
Students are introduced to various health professions and the knowledge base, skills, and abilities necessary for success in healthcare. This course examines healthcare from multiple perspectives and introduces students to healthcare as a complex social system. Through case-based learning, interprofessional education, patient interviewing, and evidence-informed analysis, students explore how social, behavioral, and environmental factors such as, social determinants, systemic inequities, healthcare access, governmental healthcare reform, managed care organizations, medical ethics, and community context contribute to the complexity of healthcare systems and influence health outcomes. Students are asked to reflect on their roles as future healthcare providers in addressing current issues facing national healthcare. Students will be introduced to foundational concepts of qualitative and quantitative inquiry as they relate to health professions practice, including how data, research evidence, and patient narratives are used to understand behavior, healthcare utilization, and societal health. The course reflects key introductory themes in health professions education which will be developed in more depth in subsequent courses within the Health Sciences program.
Students are introduced to the study and application of medical terminology, interprofessional communication, and documentation through the system-by-system exploration of general medical topics. This course meets pre-professional learning objectives by providing a foundational understanding of medical word parts and origins, word building, abbreviations, medical record conventions, and unique medical terminology through dissection and analysis of realistic case studies and the construction of medical documents.
Is an introduction to the science of nutrition with emphasis on applications for the allied health professions. As such, focus will be on the nutrient needs of the body, the processes by which nutrients are obtained and processed, and the foods that meet these needs in selected social, environmental, cultural, and performance contexts. The course is designed for students entering professional fields such as nursing, physical or occupational therapy, speech-language pathology, athletic training, and public health which require a functional understanding of the relationship between nutrition and health or performance. Students will be introduced to tools and techniques of the field by completing an individual dietary assessment and consulting robust scientific literature to answer discipline-specific questions. (U1) (PTK - GLO)
HLTR 240From Awareness to Action: Designing a Balanced Life through Intentional Occupational Engagement4
From Awareness to Action: Designing a Balanced Life through Intentional Occupational Engagement: This reflective, hands-on, interactive course explores the basics of occupational science through the lens of occupational therapy, focusing on personal wellness and health behavior change. Students will explore how daily occupations (all activities that occupy time throughout the day), habits (including thought patterns), and routines impact well-being and how our readiness for change and self-determination influences the ability to make meaningful and sustainable changes in our lives. Through self-assessments, reflection, and storytelling, students will gain a deeper understanding of their own lifestyles, identify challenges and strengths, and set realistic goals toward their own definition of balance and wellness. The course also explores wellness activities and strategies for making small, sustainable changes to improve health and well-being, emphasizing the power of intentional engagement in meaningful, health-promoting activities. While this course is taught through an occupational therapy lens, it is geared toward all student audiences with a desire to make meaningful changes in their lives.
The communication process is a physical and biological science. This course is designed to give students an introduction to speech and hearing science theories, instrumentation, and measurement, emphasizing normal speech perception and production to establish a reference for pathological deviations.
This course focuses on the physical and linguistic aspects of speech sounds. We will examine these sounds in terms of articulatory, acoustic, and perceptual aspects. Particular emphasis will be placed on the use of the International Phonetic Alphabet (IPA) for transcribing speech, and in the development of auditory and speech perception skills necessary for transcription and analysis of typical and disordered speech. Topics in phonetics are also essential topics as preparation for studying phonology, which seeks an understanding of how speech sounds are organized in languages. Towards the end of the course we focus on these language-specific patterns.
This 1-unit course is designed as an overview of typical social and communication development from birth through adulthood. Course content includes but is not limited to the review of theoretical perspectives of language acquisition, the typical sequence of speech and language development, special topics in communication development, and the analysis of communication samples.
Upon completion of this course, a student should be able to identify the structural characteristics, movements, and muscles acting as the major joints of the body. The student will be able to select movements or exercises which utilize specific muscle groups and analyze the joint actions, muscle actions, and mechanical principles which apply to the performance of a specific movement. Fall
BIOL 103 AND BIOL 104 OR BIOL 310 AND BIOL 350 OR BIOL 106 AND BIOL 107 Credit Type Code: Letter Grade
HLTR 261Mgmt & Prevent Sport Injury4
This course is an introduction to the principles and practices associated with sport and fitness injury management. The course emphasizes the development of competencies in the recognition and treatment of injuries appropriate for professionals working with active populations. Topics include injury mechanics, injury prevention strategies, and injury recognition and management. Spring.
BIOL 103 AND BIOL 104 OR BIOL 310 AND BIOL 350 OR BIOL 106 AND BIOL 107 Credit Type Code: Letter Grade
HLTR 270Emergency Medical Care4
Upon successful completion of this course the student will be eligible to take the National Registry of Emergency Medical Technician (NREMT) Exam required for the Commonwealth of Pennsylvania EMT certification. This course meets all the educational requirements for the certification process as specified in the regulations of the Commonwealth of Pennsylvania Bureau of Emergency Medical Services (EMS). Sophomore or above, students enrolled in this course are required to provide proof of background checks, vaccinations, and other onboarding required paperwork. Students enrolled in this course are also required to complete clinical education hours outside of class meeting times.
Supervised observation in a clinical setting for pre-medical, pre-veterinary, and pre-health professions students. A minimum of 50 hours plus assigned work for one-half unit of credit; a minimum of 100 hours plus assigned work for one full unit of credit.
HLTR 292Foundations of Cultural Responsiveness in Health Professions4
This course empowers students to become culturally responsive and equity-driven professionals who are prepared to transform healthcare systems by applying culturally responsive strategies in their everyday roles. Designed for future healthcare professionals, it emphasizes culturally responsive and equity-minded practices that prioritize the voices, needs, and strengths of diverse communities. Students will explore how identity, values, power, and privilege intersect to shape health beliefs, access to care, and health outcomes. Through a journey of self-exploration, immersive learning, and community engagement, students will define and embrace their most authentic selves while learning to create space for others to do the same. They will critically examine the historical, cultural, and structural forces that impact both individual and community health. With experiences including personal narrative work, cross-cultural interviews, and a culminating advocacy project, students will leave this course prepared to build meaningful connections across differences and serve as confident agents of change in their future fields. Requires 3 hours of student scheduled and selected cultural immersion experience outside of scheduled class time.
This course introduces principles of research and evidence-based practice, including formulating testable clinical questions, conducting literature searches, and selecting appropriate research designs for healthcare applications. Students will examine both quantitative and qualitative research methods, match study designs with appropriate statistical analyses, and use statistical software to analyze and interpret data. Topics include research methodology, descriptive and inferential statistics, and critical appraisal of scholarly literature to evaluate and synthesize evidence. Ethical considerations in human subjects research are addressed, and the course culminates in the development of an ethically sound research proposal relevant to the student’s area of interest. Writing intensive.
MATH 107 , HLTP 189 , OR COMPARIBLE STATISTICS COURSE AND JUNIOR OR SENIOR CLASS STANDING MILE Requirement: SCI Credit Type Code: Letter Grade TAGS Writing, Critical Reading
HLTR 354Clinical Linguistics4
Clinical linguistics is a core component of interdisciplinary education for those who wish to work with individuals who experience communication difficulties. This course will provide grounding in the traditional aspects of language (e.g. phonetics, phonology, grammar and semantics) and an overview of theories and approaches relevant to language science and linguistics. Students will describe, analyze, and interpret aspects of social interaction in a variety of populations across the lifespan (e.g. populations that are typically developing, multilingual, and have cognitive and linguistic difficulties). (U1)
The general objective of the course is to introduce the student to the profession and practice of audiology. This course will provide students an overview of the anatomy and physiology of the auditory system, the physical properties of sound relevant to hearing and auditory disorders. In addition, the students will be introduced to the concept of hearing assessment, and techniques for hearing assessment. The information will be studied across the life span and across culture.
This course is an introductory course in exercise physiology. It will introduce certain concepts of the “how and why” the body responds to both acute and chronic exercise stress. Topics will include exercise metabolism, respiration, circulation, neuromuscular, hormonal, and environmental influences on exercise.
This course is the capstone seminar for health sciences majors and other students interested in healthcare or related careers. Students are challenged to critically evaluate trending social issues affecting healthcare delivery and appraise multiple points of view on both new and familiar topics. Independent critiques of guided readings including primary literature are required. Comprehensive research projects will be conducted in which students will collaborate with each other and faculty, preparing students to analyze complex issues as future healthcare professionals. Research projects will include synthesizing and presenting findings to peers and faculty in formats that are realistic to health disciplines.
