22 courses with the subject INT, 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.
INT 101Seminar in Learning Strategies1
This course supports first-year students in developing the skills, strategies, and awareness needed for academic success at Saint Joseph's University. Students will strengthen learning and study strategies, learn to navigate key university resources, and build confidence as college learners. The course will support students in making a successful transition to the university environment.
This course is designed to instruct students in the basics of patient care. Topics to be covered include communication, patient moving and transportation, infection control, venipuncture, vital signs, medications, support systems and emergency care.
This 1-credit course has been created to enhance the understanding of students about inequality and racism. This course is taught by faculty from departments across the university, and, as such, has an interdisciplinary lens. Students will be able to take the ideas they learn in this course and apply them critically to multiple dimensions of inequality with the intent to dismantle harmful effects of racism and inequality within our democratic society. Ignatian pedagogy encourages us to learn, reflect, and act – we hope that students will use this course as a foundation for future action. The course should be taken in a student’s first four (4) semesters at SJU (including all transfer students except those coming in under block transfers) in conjunction with their Major and their schedule constraints.
This course will focus on a special topic of interest to an interdisciplinary audience that is not covered in a regularly offered course. The specific topic/content of this course will vary by instructor. This course is designed as an introductory level course or as a course primarily for but not limited to first-year students.
This course will focus on a special topic of interest to an interdisciplinary audience that is not covered in a regularly offered course. The specific topic/content of this course will vary by instructor. This course is designed primarily for but not limited to sophomores.
This course prepares the student to explore the meaning, benefits and components of service learning. Students will explore potential ideas for development of a service learning project which will be implemented prior to completion of the curriculum.
This course provides the learner with an overview of the life changes associated with aging and pertinent issues and policies involved in caring for the older adult population (65+). Physiological, psychosocial and economic changes associated with aging, health related issues and outcomes, and quality of an access to healthcare for this age group are examined.
This course prepares the health care professional to educate patients, peers and/or others in the healthcare setting or community. Students will examine characteristics of learners, adult learning principles, teaching methodologies, strategies for implementation, and evaluation methods. Barriers to learning, including readiness to learn and literacy concerns will be discussed.
This course enters into the ongoing dialogue between psychology and religion, focusing first upon what psychologists have to say about the phenomenon of religion as it relates to culture, society, and the individual; then also considering ways in which religious people have articulated (from "non-psychological" perspectives) viable "psychologies" as well. The course surveys psychological thinking about religion in the works of James, Freud, Maslow, Jung, Allport, and more contemporary psychologists of religion. In addition, it focuses upon specific issues and problems related to religious experience and behavior, exploring what both psychologists and "religionists" have to say about such phenomena as cults, conversion, prayer and ritual behavior, shamanism, meditation, religious intolerance, and altruism.
This course will focus on a special topic of interest to an interdisciplinary audience that is not covered in a regularly offered course. The specific topic/content of this course will vary by instructor. This course is designed primarily for but not limited to juniors.
This culminating course is designed to allow students to creatively analyze, synthesize and evaluate learning across the curriculum. The course integrates knowledge, skills, and experiential learning obtained through the service learning project. INT 450 should be the last course taken in your program, according to the specific progression policies of your particular bachelor's program. 30 hours of service learning must be completed prior to taking this course.
This course will focus on a special topic of interest to an interdisciplinary audience that is not covered in a regularly offered course. The specific topic/content of this course will vary by instructor. This course is designed primarily for but not limited to seniors.
This course supports student internships in a variety of interdisciplinary settings, where students will complete a total of 130 hours of site work, keep a journal, and develop career readiness competencies.
This course emphasizes effective leadership competencies in interprofessional healthcare teams. Theoretical leadership concepts are synthesized in relation to personal and professional values with emphasis placed on leading diverse teams for healthcare improvement.
This course provides the tools necessary to analyze and interpret data in the business environment. Content focuses on the design, operations and control of business processes.
This course provides an overview of skills, concepts, and methods required for a leader to think, plan, and act strategically. The course will focus on formulating, developing, and assessing the strategies that promote long-range success for organizations in today’s changing environment.
This one day conference brings students from all graduate programs together to work collaboratively on solving problems and dealing with scenarios drawn from health care. During this seminar, students will present summaries of their Applied Practice projects, share experiences in the graduate programs, provide feedback, and network with colleagues and faculty.
