500 Boylston Street, Boston, MA 02116 617-419-4700
4 Credits each course
This course examines gross and microscopic anatomy, function, and inter-relationships of the body systems. Laboratory sessions emphasize basic physiologic principles, gross and microscopic mammalian anatomy. The expected outcome of the course is that students will have a working knowledge of the component parts of the body---from cells to organ systems. At the end of the courses, students will be able to integrate this knowledge into an overall understanding of how the body functions in health and in disease states.
This course is an introduction to the human body in its healthy state. The introduction of pathological disorders, homeostatic mechanisms, and the human anatomical processes are provided. This course introduces the student to disease processes that are commonly found in the human body.
This course provides instruction, review, and practice in algebra skills using real numbers, simplifying expressions, solving equalities and inequalities, operating with radical expressions, expressing relationships with graphs, solving systems of linear equations, and solving quadratic equations.
English Composition offers a sequential process for effective writing.
Activities emphasize the logical relationship between thinking
specifically and writing clearly. Class sections are kept small to allow
students to receive individualized, in-class assistance from the
instructor. Each student is responsible for his or her own learning.
Critical thinking skills are introduced or reinforced. Upon successful
completion of this course, students should be able to plan Branching
Notes to accomplish a focused purpose for writing: Description, Process,
Explanation, Argumentation/Persuasion; use specific examples, details and personal information to clarify all ideas; and write an introductory first paragraph for each paper which identified both topic and purpose.
Ethics will examine the nature and purpose of humanity related to the Judaeo-Christian norm of morality and compare this norm with various other ethical systems. Responsibility, law, faith, and the development of conscience will be studied as factors determining the morality of human acts. Applications will be made principally to issues in medical ethics but will extend to social ethics as well. This course is structured to help the student develop the ability to recognize, analyze, and appreciate the major developments of ethical theory in Western civilization. This course will also emphasize critical thinking skills and will introduce or reinforce research skills. By the end of this course, students should be able to comprehend and describe various philosophical theories, both religious and secular, concerning ethical issues; identify and analyze pertinent issues and current approaches within the fields of medical, environmental, and business ethics; and evaluate how more principles in philosophy, religion, and contemporary culture influence our decision making ability.
This course will present a broad array of topics studied in the field of psychology. Major theorist’s attempts to explain what makes human beings “tick” are studied and critiqued and the contradictions of their theories are highlighted. The interactions of the body and the psyche will be explored, as well as motivation, sexuality, and abnormal behavior. Students will be asked to participate in an interactive class, to look critically at the assumptions that underlie many theories in psychology and draw conclusions as to their validity. Because one of the aims of the college is to prepare health professionals for evidence-based practice, research skills are introduced (or reinforced) in this course. Upon completion of this course, students will demonstrate an understanding of the major concepts from a broad array of psychological fields; apply, analyze, and synthesize concepts studied; will use a variety of tools to locate current and reliable research data; will evaluate the validity of data resources; and will prioritize, and synthesize research data to develop a theory and a hypothesis.
This course is structured to help the student develop evidence-based
decision making skills.
With these skills, the student will be expected to critically appraise and correctly apply current evidence from relevant research to patient care decisions so that what is known is reflected in what is practiced. Because one of the aims of the college is to prepare health professionals for evidence-based practice, research skills are introduced (or reinforced) in this course. Evidence-based practice means consulting the best scientific data when making decisions and then evaluating the outcomes of those decisions. Upon completion of the course, each student will use the framework for evidence-based practice which includes the ability and skills to: clearly state questions and method; use comprehensive search methods to determine which articles to include; use explicit methods to determine which articles to include; carefully assess the validity of the primary studies with methods that are free from bias; insure that the conclusions are supportable from the data cited; and determine the relevance of the findings.
This course examines the social organization of health care services in the United States, the changing role of government, the growth of health insurance, and the acceleration of government in health care funding. Additional topics include the professional labor force, health agencies, diverse provider settings, and policies and regulations. The course is structured to develop the ability to identify and describe the nature and structure of the United States health care system and discuss the forces, which create, support, and change the systems.
World literature offers an introductory study of selected literary masterpieces by recognized international writers. Active participation in the study of literature can deepen and enrich the experience of living. Thus, poetry, drama, and short stories are studied within an historical and cultural context. Critical thinking skills are introduced and reinforced. Upon successful completion of this course, students should be able to analyze literature, using literary terms in class discussion and written assignment and/or exams; compare and/or contrast two or more pieces of literature; related themes in literature to issues in contemporary society; and produce clear written commentaries on assigned literature, supported by appropriate textual references.
American Literature provides an introductory study of selected literary masterpieces by recognized American writers. Literature is studied as a portrait of our nation’s diverse and evolving culture. Students grow in their confidence to read understandingly, to analyze skillfully, and to apply situations and lessons from literature to real everyday life. Critical thinking skills are introduced and reinforced. By the end of the course, students should be able to identify conflict in short stories and drama; to compare and contrast works of literature; and to produce sound written commentaries on assigned literature, supported by appropriate textual references.
Introduces educational principles related to teaching of adults in
various clinical settings.
Includes preparation of instructional materials and use of audio-visual equipment.
Microbiology is designed to provide students with skills in biohazard safety, culture techniques, interpretation of culture results and the ability to synthesize this knowledge in the identification of an unknown organism. The immediate course objectives include a general knowledge of the component parts of bacteria, viruses, protozoa, and fungi. Students will be aware of the differences between these groups and how these differences play a role in the infective process. Additionally, students will be aware of the pathogenesis of infection and how bio-hazard safety plays a key role in the prevention of infection.
Study of small group communication as related to organizational systems. Emphasis on effective personnel planning, development, and management.
This course provides a summary of physical, cognitive, and psychosocial development from birth to death. Major theorists in the field of human development are studied and critiqued and the contradictions of their theories are highlighted. The important tasks for each period of development are examined. Students also look closely at the inter-relationship between physical, cognitive, and psychological changes in each period of life. The class reviews, discusses additional resources, and debates conclusions. Because one of the aims of the college is to prepare health professionals for evidence-based practice, research skills are reinforced in this course.
In an increasingly interconnected world, and especially in the
religiously plural context of the United States, it is crucial that
healthcare professionals become acquainted with the beliefs and
practices of people from the diverse religious traditions that make up
the American landscape. This course examines the world’s religious
traditions, and in particular, the ways they conceptualize the person,
health, and healing. Study of world religions can offer important and
challenging insights into Western medicine. By the end of the course,
students should be able to
(1) demonstrate knowledge of the basic concepts, beliefs, and practices of a variety of religious traditions; (2) analyze primary sources drawn from religious traditions, such as sacred texts, images, ethical and dietary codes, first-person accounts and the like; (3) make comparisons between religious traditions based on evidence from primary sources; and (4) use a variety of tools (online databases, journals, books, newspapers, web sites) to develop and research questions regarding the connection between a particular religious tradition and healthcare issues. Because one of the aims of the college is to prepare health professionals for evidence-based practice, research skills are reinforced in this class.
Christianity is concerned primarily with the life, teaching, and historical setting of Jesus of Nazareth. This course also investigates the development of the New Testament and the subsequent development of the Christian faith, including the early Christian period, the Middle Ages, the Reformation, and Christianity in the New World. The Eastern and Western Churches and the Protestant tradition are examined. Upon successful completion of the course, students should be able to describe the important religious and political themes at the time of Jesus, identify significant historical figures in the Christian story, and comprehend the different elements which led to the development of the Christian faith within the Roman Empire. Critical thinking skills and evidence-based practice are introduced and reinforced.
Dying in the Human Life Cycle provides a forum for students in health care to examine issues surrounding human death. Information from medicine, psychiatry, and religion is reviewed during the course. This knowledge is analyzed as it pertains to our understanding of what happens in the lives of patients, care givers, and other who care for the dying. Catholic teaching about the dignity of human death is studies. Assigned readings on death and dying form the foundation for individual reflection and class discussions. Critical thinking skills and evidence-based practice are introduced or reinforced.
This course compares and contrasts views of human nature that underlie social, business, and personal ethical dilemmas. Catholic philosophical perspectives are explored. Course readings are analyzed and evaluated for meaning, implications, and consequences of views of human nature as they impact theories of ethics within a sampling of historical turning points. Case studies, selections, and accounts of major contributions to human knowledge and understanding are analyzed from the perspectives of varied “schools of ethics.” Cultural relativism, utilitarianism, and other schools of thought are studied within contexts, categories of understanding or domains, and themes of human nature.
This course focuses on the skills and concepts needed to develop reading and listening habits necessary for critical thinking. The course emphasizes thinking skills: comprehension, application, analysis, synthesis, and evaluation in order to develop inter-related questions, which serve as the direction toward better opinions and decisions. Current topics from a variety of sources will provide the basis for analysis and application of skills. Students synthesize learning to present their own positions and arguments.
Sequencing: As the concepts and skills covered in this course are applicable to all discipliners, it is recommended that this course be taken at the beginning of the student’s course of study.
This course introduces the various methods used to collect, organize, summarize, interpret and reach conclusions about data. An emphasis is placed on demonstrating that statistics is more than mathematical calculations. By using examples gathered from real life, students learn to use statistical methods as analytical tools to develop generalizations and meaningful conclusions in their field of study.
Prerequisite: A college algebra course or successful achievement on an algebra exemption examination.
Intercultural Communication explores effective communication in contexts of varied backgrounds, experiences, ideas, and styles of expression. Students identify, compare, contrast, and critique communication behaviors within and between cultures. Readings and discussions address differences between individuals and groups rather than ignoring differences or stereotyping others.
This course focuses on the substantial risks associated with spectacular scientific discoveries.
Selected intersections of time and place in the quest for discovery, proof, and supportive experimental and empirical evidence are studied. Professional determination to engage in and document investigative research findings are analyzed and evaluated. Readings and discussions in Scientific Revolutions document changes in worldview, human productivity, and quality of life.
Senior Seminar is reflection, insight, and synthesis driven. Students investigate, demonstrate, and synthesize course and program learning for problem solving and applications of undergraduate course work across the entire curriculum. This course synthesizes concepts across the disciplines to create a unified framework for developing pathways for understanding the value, applications, and transferable use of the cumulative study at this college. Students demonstrate: collective competencies; pedagogical, practical, and personal advancement for the benefit of self and others; personal and professional growth that reflect cognitive and emotional intelligence; and knowledge and understanding of life span challenges and choices. Future contexts of professional growth are considered.
Prerequisite: As this course serves as a capstone course to the students’ general education course of study, all general education courses must precede it.
Knowledge and understanding of social concepts and constructs that bond, bind, and sometimes separate individuals and groups are studied. Comparative analyses of assigned readings illustrate requirements and results of successful growth and necessary development for the individual and society. Students evaluate individual motivation, resourcefulness, and networks of reciprocal influence that can bring about dramatic and necessary changes in everyday life and social policy.