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Boston College (William F. Connell School of Nursing)




MISSION STATEMENT

The mission of the William F. Connell School of Nursing is to prepare professional nurses whose practice reflects a humanistic ethic and is scientifically based, technically competent, and highly compassionate. The Boston College nurse learns to think critically and to develop leadership skills throughout the baccalaureate, master, and doctoral programs. The school aims to develop and disseminate knowledge for the advancement of professional practice and the improvement of health care by providing an environment that supports the personal development and scholarship of its faculty and students. The mission of the Boston College Connell School of Nursing is in keeping with that of its parent institution, with an emphasis on the development of the whole person. The School of Nursing focuses on preparing each student as a life-long learner, as a health professional, and as someone who will use knowledge in service to others.

The graduate of the baccalaureate program is prepared as a generalist to provide care to individuals, families and groups, arriving at diagnostic, ethical, and therapeutic judgments to promote, maintain, and restore health. The graduate of the master's program is prepared with advanced knowledge and skill for providing and leading quality patient care. He or she is prepared to advance the discipline through leadership, mentorship, and research-based practice. The graduate of the doctoral program contributes to the development of knowledge through research and theory-building and the dissemination of findings in scholarly forums.

CONNELL SCHOOL HISTORY

In the mid-1940's, the late Richard Cardinal Cushing requested that the University establish a baccalaureate nursing program since no Catholic institution in the Archdiocese of Boston offered such a program. Responding to his request, the University opened the Boston College School of Nursing on January 27, 1947, with 35 registered nurses enrolled for a Bachelor of Science in Nursing or Nursing Education. The following September, a group of 27 high school graduates enrolled in the baccalaureate program.

In 1958, the Master's program was established and offered medical-surgical nursing as a field of concentration. It now offers degrees in advanced practice nursing in seven areas of specialization.

The first students entered the PhD in Nursing program in 1988. This was the first nursing doctoral program to be offered at a Jesuit university. It has produced more than 80 graduates who are in various clinical, research, and teaching positions throughout the United States and other countries. An MS/PhD option was introduced in 2000 for individuals seeking preparation in both advanced practice nursing and clinical research.

The School of Nursing was dedicated in honor of the late Boston-area businessman and philanthropist William F. Connell on September 12, 2003. The school, now named the William F. Connell School of Nursing, was the recipient of a $10 million gift made by Connell shortly before his death from cancer in 2001. Connell was a 1959 graduate of Boston College and served on the University's board of trustees for 24 years.

BACHELOR OF SCIENCE

The Bachelor of Science degree with a major in nursing includes liberal arts, physical and social sciences and nursing courses.

The curriculum is designed to develop a student's diagnostic, therapeutic and ethical reasoning in nursing practice. The graduate is prepared as a generalist able to care for individuals and groups at each developmental level and in varied health care settings.

Options are available for baccalaureate students to begin master's-level courses during their undergraduate nursing program. Undergraduate nursing students may enroll for one semester during their junior year in any number of study-abroad programs sponsored by Boston College or by other U.S. colleges and universities.

At the completion of the program, graduates are eligible to take the National Council Licensure Examination (NCLEX-RN) for Registered Nurses for entry to practice in a particular state or in a federal organization. While nationally the passing rate for this exam is 83%, students of the Boston College School of Nursing have a passing rate of 97%, the highest in the nation.

The program of study is approved by the Massachusetts Board of Registration in Nursing and accredited by the Commission on Collegiate Nursing Education. 
PROFESSIONAL NURSING I
An introduction to professional nursing within the context of all helping professions, exploring nursing's history, development of nursing knowledge, roles, and relationships with other professions. This course places the study of nursing within the Jesuit tradition of liberal arts education and provides an introduction to the basic principles of research theory and methodology. Focus centers on the importance of research in the generation of nursing knowledge and the populations, settings and types of phenomena addressed by nurse researchers.

PATHOPHYSIOLOGY
Pathophysiology offers an integrated approach to human disease. The course builds on the underlying concepts of normal function as they apply to the basic processes of pathogenesis. Biological variations of age, gender, and cultural differences are integrated into the course content where applicable. Common acute and chronic health problems are introduced to explore the interrelatedness of a variety of stressors that affect physiological function. Successful completion of Pathophysiology facilitates the student's transition into clinical nursing practice.

NURSING HEALTH ASSESSMENT ACROSS THE LIFE SPAN
This course introduces the concept of health and age specific methods for nursing assessment of health. The course focuses on evaluation and promotion of optimal function of individuals across the life span. The concept of health is presented within the context of human growth and development, culture and environment. Nursing assessment of health is organized and presented according to the Functional Health Pattern format. The various theories and principles of physical, cognitive, and psychosocial health are included and part of the Functional Health Pattern assessment guide.

NURSING HEALTH ASSESSMENT ACROSS THE LIFE SPAN CLINICAL LABORATORY
This course provides campus and community laboratory experiences in applying the theoretical concepts explored in Nursing Health Assessment Across the Life Span. The focus is on systematic assessment of individual health status associated with maturational changes and influenced by culture and environment. The clinical reasoning framework and communication theory direct the development of nursing assessment skills. There will be four hours of Simulation Laboratory, one hour of seminar, and required media/WebCT preparation each week.

PHARMACOLOGY/NUTRITION THERAPIES
This course focuses on the study of pharmacodynamic and nutritional principles and therapies used in professional nursing. Using case studies, as well as lecture, an integrated approach to patient problems is emphasized. Nutriceuticals, over-the-counter, social, and folk drugs affecting the patient are also considered.

POLICY AND POLITICS IN U.S. HEALTH CARE
The purpose of this interdisciplinary course is to provide students with a working knowledge of the U.S. health care system including its organization, financing, regulation, and service delivery, from both private and public perspectives. Emerging workforce and care delivery trends and their philosophical, financial, and political underpinnings will be explored. This course is designed for individuals seeking a career in health care delivery or management who will interface with clinical care, the managed care and health insurance industries, or related industries in a professional capacity.

ADULT HEALTH NURSING THEORY I
This course focuses on the theoretical basis of the nursing care of adults with altered states of health. Emphasis is placed on the beginning application of the clinical reasoning process with a focus on frequently occurring nursing diagnoses, interventions and outcomes for adults. Evidenced-based practice and standards of care based on professional nursing organizations are utilized. The role and responsibilities of the nurse in the acute care setting including ethical and legal roles are emphasized. An understanding of the impact of culture on health is incorporated throughout the course.

ADULT HEALTH NURSING I CLINICAL LABORATORY
This acute care clinical focuses on fostering professional nursing skill in the planning and implementation of care for adults with an altered health status. Emphasis is placed on integrating the components of the nursing process, utilizing evidenced-based nursing practice and applying current standards of care based on professional nursing organizations. Principles of cultural competence and the ethical and legal role of the nurse are incorporated and examined throughout the course. The clinical laboratory sessions focus on demonstrating competency in basic nursing skills and related documentation.

ADULT HEALTH NURSING THEORY II
This course builds on the concepts learned in Adult Health Theory I and expands the data base used to make judgments about responses of adults with acute and chronic health problems. In this course, discussions are centered on planning, implementation, and evaluation of nursing care for individuals and the family as appropriate.

ADULT HEALTH NURSING II CLINICAL LABORATORY
This course focuses on the implementation and evaluation of patient care outcomes for adults with complex health problems in a variety of settings. Nine hours of clinical laboratory weekly.

CHILDBEARING NURSING THEORY
This experience focuses on the application of childbearing theory to the diagnoses, interventions, and outcomes for care of families in structured clinical settings. Focus is on prenatal, perinatal, and post-natal activities. In the clinical laboratory, students work collaboratively with the multidisciplinary team in applying evidenced-based practice derived from current multidisciplinary research to the childbearing family. Supervised by nursing faculty, the students are mentored to extend their skills in critical thinking and clinical judgment to meet the physical, psychosocial, cultural and spiritual needs of their clients and families. Emphasis will be placed on AWHONN and ACOG standards of care.

CLINICAL LABORATORY OF CHILDBEARING THEORY
The course focuses on concepts associated with the unique responses of families during the childbearing cycle; normal and high risk pregnancies and normal and abnormal events in women's health. Current multidisciplinary research in women's health with a focus on the childbearing cycle including genetics and cultural competence is presented. Evidenced based nursing practice for the childbearing family is discussed. The nursing implications of attending to to both the physiologic and the psychosocial needs of the childbearing family are reviewed. Emphasis will be placed on AWHONN and ACOG standards of care.

CHILD HEALTH NURSING THEORY
This course focuses on concepts associated with the unique responses of children and their families to acute and chronic illness. Emphasis is placed on the child's growth and development in relation to both wellness and illness. Theoretical principles and nursing and other selected research relevant to maternal child health are examined. Nursing judgements that encompass creative, individualized plans of care based on scientific rationale are discussed.

CHILD HEALTH NURSING CLINICAL LABORATORY
This course uses a variety of clinical settings to focus on the application of the clinical reasoning process, nursing diagnoses, behavioral outcomes and nursing interventions in the care of children and their families coping with acute and chronic health problems. Nine hours of clinical laboratory weekly.

PSYCHIATRIC MENTAL HEALTH NURSING THEORY
This course builds upon the standards of practice from the American Psychiatric Nurses Association to discuss the legal, ethical and therapeutic role of the psychiatric mental health nurse in caring for individuals with psychiatric disorders across the life span. Current interdisciplinary research on the genetic and biopsychosocial theories of depression, psychosis, substance abuse, bipolar illness, eating, anxiety, personality and cognitive disorders is presented. Evidence-based nursing practice, including psychopharmacology and psychosocial treatment modalities such as cognitive-behavioral and crisis interventions, group and milieu therapy, is discussed. The nursing implications of grief and trauma from a multicultural and spiritual perspective are reviewed.

PSYCHIATRIC MENTAL HEALTH NURSING CLINICAL LABORATORY
Therapeutic communication skills provide a foundation for implementing the nursing role based on the American Psychiatric Nurses Association standards of practice with psychiatric patients in a variety of psychiatric treatment settings. In the 9 hour weekly clinical experience, students work collaboratively with multidisciplinary teams in applying evidence-based practice based on interdisciplinary research to the nursing process. In supervision with nursing faculty, students are mentored to extend their skills in clinical reasoning to meet the biological, psychosocial, cultural and spiritual needs of persons from varied backgrounds (economic, racial, ethnic, age and gender) who are in treatment for a major mental illness.

COMMUNITY NURSING THEORY
This course introduces students to the conceptual and scientific framework of population-centered nursing through current published evidence, clinical expert practice, and client preferences. Through the examination of social and economic influences on health care delivery and vulnerability of individuals, families, and populations in community settings, care management, case management, home and hospice care, emerging infectious diseases, program development and evaluation and disaster preparedness/management are addressed. Emphasis is placed on the variety of roles and functions nurses have in population-centered care including that of a public heatlh and home care nurse.

COMMUNITY NURSING CLINICAL LABORATORY
This course focuses on the application of community health nursing and public health concepts that include the care of individuals, families, and populations in community settings. Competencies include assessing the health status of individuals and aggregates to identify health problems, linking people to health services, and evaluating quality and adequacy of available services. Emphasis is placed on understanding the impact of socio-cultural, economic, political and environmental forces on the health of individuals, familiies and populations, and on using evidence-based research to adapt and implement interventions aimed at restoring and promoting health, and preventing illness.

NURSING SYNTHESIS CLINICAL LABORATORY
This course provides senior nursing students with an opportunity to synthesize, to expand, and to refine nursing concepts and clinical reasoning competencies. Through an intensive clinical experience based on institutional and/or community settings, students will be able to focus on health care needs of specific client populations, study in-depth the interventions used to restore and/or optimize health, and utilize nursing research in practice.

PROFESSIONAL NURSING II
This course focuses on the transition from the student to the practitioner role. The course provides the student with the opportunity to integrate previous and concurrent knowledge about nursing care, explore professional issues, view nursing as a profession as related to society's needs, and develop and articulate emerging trends that will have an impact on the profession. The types of research questions asked by nurses and their relationship to theory, health, research design, sample, data collection, and data analysis are discussed.

DIRECTED INDEPENDENT STUDY
Students planning to enroll in Directed Independent Study should obtain guidelines from the Office of the Undergraduate Associate Dean. Proposals must be submitted at least three weeks before the end of the semester prior to that in which the study will begin. This course provides an opportunity to engage in learning activities that are of interest beyond the required nursing curriculum. Examples of learning activities are research, clinical practice, and study of a nursing theory.

HONORS SEMINAR
This course helps the student understand the research process through discussion and the development of a research proposal.

HONORS PROJECT
This course applies the knowledge of the research process through conducting a research project under the guidance of a faculty member.

VICTIMOLOGY
For students whose practice is with victims of crime-related trauma; for students whose careers require a knowledge of issues facing crime victims, their families, and the community; and for students who wish to broaden their understanding of crime and justice. Course examines the wide range of victimization experiences from the perspective of the victim, the offender, their families, and society. Crimes to be studied include robbery, burglary, car jacking, assault and battery, rape, domestic violence, homicide, arson, child sexual abuse and exploitation, child pornography crimes, federal crimes, and Internet crimes. Class format utilizes cases from the forensic practice of the lecturers.

FORENSIC MENTAL HEALTH
This course examines the assessment, diagnosis, and outcomes of people whose lives bring them into a judicial setting, either criminal or evil. Content will cover such topics as the following: forensic interviewing and evaluation, case formulation, DSM diagnosis, treatment modalities, criminal investigations and charges, state of mind, duty to warn, memory and recall, malingering, and secondary gain.

FORENSIC SCIENCE I
The purpose of this course is to prepare students to understand basic scientific, ethical, and legal principles related to evidence acquisition, preservation, and application. Specifically, this course examines cases where there has been a death e.g., suicide, homocide, accidental, and criminal, as well as cases in which the victim is a survivor.

FORENSIC SCIENCE LAB
Students will learn and use equipment and techniques from the field of forensics to process and evaluate evidence from mock crime scenes. Although the crime scenes and physical evidence are a contrivance, they will be based on actual crime cases. Students will employ various diagnostic tests and methods from the sciences of serology, pathology, ballistics, molecular biology, physics, and biochemistry to solve a contrived criminal case. The laboratory experience will invite students to utilize an array of scientific techniques and to confront and deliberate the ethnical and legal implications surrounding the application of forensic science in a court of law.



School name:Boston CollegeWilliam F. Connell School of Nursing
Address:140 Commonwealth Avenue - Chestnut Hill
Zip & city:MA 02467 Massachusetts
Phone:(617) 552-4250
Web:http://www.bc.edu/schools/son/
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William F. Connell School of Nursing Nursing School Location







William F. Connell School of Nursing Courses


PROFESSIONAL NURSING I
An introduction to professional nursing within the context of all helping professions, exploring nursing's history, development of nursing knowledge, roles, and relationships with other professions. This course places the study of nursing within the Jesuit tradition of liberal arts education and provides an introduction to the basic principles of research theory and methodology. Focus centers on the importance of research in the generation of nursing knowledge and the populations, settings and types of phenomena addressed by nurse researchers.

PATHOPHYSIOLOGY
Pathophysiology offers an integrated approach to human disease. The course builds on the underlying concepts of normal function as they apply to the basic processes of pathogenesis. Biological variations of age, gender, and cultural differences are integrated into the course content where applicable. Common acute and chronic health problems are introduced to explore the interrelatedness of a variety of stressors that affect physiological function. Successful completion of Pathophysiology facilitates the student's transition into clinical nursing practice.

NURSING HEALTH ASSESSMENT ACROSS THE LIFE SPAN
This course introduces the concept of health and age specific methods for nursing assessment of health. The course focuses on evaluation and promotion of optimal function of individuals across the life span. The concept of health is presented within the context of human growth and development, culture and environment. Nursing assessment of health is organized and presented according to the Functional Health Pattern format. The various theories and principles of physical, cognitive, and psychosocial health are included and part of the Functional Health Pattern assessment guide.

NURSING HEALTH ASSESSMENT ACROSS THE LIFE SPAN CLINICAL LABORATORY
This course provides campus and community laboratory experiences in applying the theoretical concepts explored in Nursing Health Assessment Across the Life Span. The focus is on systematic assessment of individual health status associated with maturational changes and influenced by culture and environment. The clinical reasoning framework and communication theory direct the development of nursing assessment skills. There will be four hours of Simulation Laboratory, one hour of seminar, and required media/WebCT preparation each week.

PHARMACOLOGY/NUTRITION THERAPIES
This course focuses on the study of pharmacodynamic and nutritional principles and therapies used in professional nursing. Using case studies, as well as lecture, an integrated approach to patient problems is emphasized. Nutriceuticals, over-the-counter, social, and folk drugs affecting the patient are also considered.

POLICY AND POLITICS IN U.S. HEALTH CARE
The purpose of this interdisciplinary course is to provide students with a working knowledge of the U.S. health care system including its organization, financing, regulation, and service delivery, from both private and public perspectives. Emerging workforce and care delivery trends and their philosophical, financial, and political underpinnings will be explored. This course is designed for individuals seeking a career in health care delivery or management who will interface with clinical care, the managed care and health insurance industries, or related industries in a professional capacity.

ADULT HEALTH NURSING THEORY I
This course focuses on the theoretical basis of the nursing care of adults with altered states of health. Emphasis is placed on the beginning application of the clinical reasoning process with a focus on frequently occurring nursing diagnoses, interventions and outcomes for adults. Evidenced-based practice and standards of care based on professional nursing organizations are utilized. The role and responsibilities of the nurse in the acute care setting including ethical and legal roles are emphasized. An understanding of the impact of culture on health is incorporated throughout the course.

ADULT HEALTH NURSING I CLINICAL LABORATORY
This acute care clinical focuses on fostering professional nursing skill in the planning and implementation of care for adults with an altered health status. Emphasis is placed on integrating the components of the nursing process, utilizing evidenced-based nursing practice and applying current standards of care based on professional nursing organizations. Principles of cultural competence and the ethical and legal role of the nurse are incorporated and examined throughout the course. The clinical laboratory sessions focus on demonstrating competency in basic nursing skills and related documentation.

ADULT HEALTH NURSING THEORY II
This course builds on the concepts learned in Adult Health Theory I and expands the data base used to make judgments about responses of adults with acute and chronic health problems. In this course, discussions are centered on planning, implementation, and evaluation of nursing care for individuals and the family as appropriate.

ADULT HEALTH NURSING II CLINICAL LABORATORY
This course focuses on the implementation and evaluation of patient care outcomes for adults with complex health problems in a variety of settings. Nine hours of clinical laboratory weekly.

CHILDBEARING NURSING THEORY
This experience focuses on the application of childbearing theory to the diagnoses, interventions, and outcomes for care of families in structured clinical settings. Focus is on prenatal, perinatal, and post-natal activities. In the clinical laboratory, students work collaboratively with the multidisciplinary team in applying evidenced-based practice derived from current multidisciplinary research to the childbearing family. Supervised by nursing faculty, the students are mentored to extend their skills in critical thinking and clinical judgment to meet the physical, psychosocial, cultural and spiritual needs of their clients and families. Emphasis will be placed on AWHONN and ACOG standards of care.

CLINICAL LABORATORY OF CHILDBEARING THEORY
The course focuses on concepts associated with the unique responses of families during the childbearing cycle; normal and high risk pregnancies and normal and abnormal events in women's health. Current multidisciplinary research in women's health with a focus on the childbearing cycle including genetics and cultural competence is presented. Evidenced based nursing practice for the childbearing family is discussed. The nursing implications of attending to to both the physiologic and the psychosocial needs of the childbearing family are reviewed. Emphasis will be placed on AWHONN and ACOG standards of care.

CHILD HEALTH NURSING THEORY
This course focuses on concepts associated with the unique responses of children and their families to acute and chronic illness. Emphasis is placed on the child's growth and development in relation to both wellness and illness. Theoretical principles and nursing and other selected research relevant to maternal child health are examined. Nursing judgements that encompass creative, individualized plans of care based on scientific rationale are discussed.

CHILD HEALTH NURSING CLINICAL LABORATORY
This course uses a variety of clinical settings to focus on the application of the clinical reasoning process, nursing diagnoses, behavioral outcomes and nursing interventions in the care of children and their families coping with acute and chronic health problems. Nine hours of clinical laboratory weekly.

PSYCHIATRIC MENTAL HEALTH NURSING THEORY
This course builds upon the standards of practice from the American Psychiatric Nurses Association to discuss the legal, ethical and therapeutic role of the psychiatric mental health nurse in caring for individuals with psychiatric disorders across the life span. Current interdisciplinary research on the genetic and biopsychosocial theories of depression, psychosis, substance abuse, bipolar illness, eating, anxiety, personality and cognitive disorders is presented. Evidence-based nursing practice, including psychopharmacology and psychosocial treatment modalities such as cognitive-behavioral and crisis interventions, group and milieu therapy, is discussed. The nursing implications of grief and trauma from a multicultural and spiritual perspective are reviewed.

PSYCHIATRIC MENTAL HEALTH NURSING CLINICAL LABORATORY
Therapeutic communication skills provide a foundation for implementing the nursing role based on the American Psychiatric Nurses Association standards of practice with psychiatric patients in a variety of psychiatric treatment settings. In the 9 hour weekly clinical experience, students work collaboratively with multidisciplinary teams in applying evidence-based practice based on interdisciplinary research to the nursing process. In supervision with nursing faculty, students are mentored to extend their skills in clinical reasoning to meet the biological, psychosocial, cultural and spiritual needs of persons from varied backgrounds (economic, racial, ethnic, age and gender) who are in treatment for a major mental illness.

COMMUNITY NURSING THEORY
This course introduces students to the conceptual and scientific framework of population-centered nursing through current published evidence, clinical expert practice, and client preferences. Through the examination of social and economic influences on health care delivery and vulnerability of individuals, families, and populations in community settings, care management, case management, home and hospice care, emerging infectious diseases, program development and evaluation and disaster preparedness/management are addressed. Emphasis is placed on the variety of roles and functions nurses have in population-centered care including that of a public heatlh and home care nurse.

COMMUNITY NURSING CLINICAL LABORATORY
This course focuses on the application of community health nursing and public health concepts that include the care of individuals, families, and populations in community settings. Competencies include assessing the health status of individuals and aggregates to identify health problems, linking people to health services, and evaluating quality and adequacy of available services. Emphasis is placed on understanding the impact of socio-cultural, economic, political and environmental forces on the health of individuals, familiies and populations, and on using evidence-based research to adapt and implement interventions aimed at restoring and promoting health, and preventing illness.

NURSING SYNTHESIS CLINICAL LABORATORY
This course provides senior nursing students with an opportunity to synthesize, to expand, and to refine nursing concepts and clinical reasoning competencies. Through an intensive clinical experience based on institutional and/or community settings, students will be able to focus on health care needs of specific client populations, study in-depth the interventions used to restore and/or optimize health, and utilize nursing research in practice.

PROFESSIONAL NURSING II
This course focuses on the transition from the student to the practitioner role. The course provides the student with the opportunity to integrate previous and concurrent knowledge about nursing care, explore professional issues, view nursing as a profession as related to society's needs, and develop and articulate emerging trends that will have an impact on the profession. The types of research questions asked by nurses and their relationship to theory, health, research design, sample, data collection, and data analysis are discussed.

DIRECTED INDEPENDENT STUDY
Students planning to enroll in Directed Independent Study should obtain guidelines from the Office of the Undergraduate Associate Dean. Proposals must be submitted at least three weeks before the end of the semester prior to that in which the study will begin. This course provides an opportunity to engage in learning activities that are of interest beyond the required nursing curriculum. Examples of learning activities are research, clinical practice, and study of a nursing theory.

HONORS SEMINAR
This course helps the student understand the research process through discussion and the development of a research proposal.

HONORS PROJECT
This course applies the knowledge of the research process through conducting a research project under the guidance of a faculty member.

VICTIMOLOGY
For students whose practice is with victims of crime-related trauma; for students whose careers require a knowledge of issues facing crime victims, their families, and the community; and for students who wish to broaden their understanding of crime and justice. Course examines the wide range of victimization experiences from the perspective of the victim, the offender, their families, and society. Crimes to be studied include robbery, burglary, car jacking, assault and battery, rape, domestic violence, homicide, arson, child sexual abuse and exploitation, child pornography crimes, federal crimes, and Internet crimes. Class format utilizes cases from the forensic practice of the lecturers.

FORENSIC MENTAL HEALTH
This course examines the assessment, diagnosis, and outcomes of people whose lives bring them into a judicial setting, either criminal or evil. Content will cover such topics as the following: forensic interviewing and evaluation, case formulation, DSM diagnosis, treatment modalities, criminal investigations and charges, state of mind, duty to warn, memory and recall, malingering, and secondary gain.

FORENSIC SCIENCE I
The purpose of this course is to prepare students to understand basic scientific, ethical, and legal principles related to evidence acquisition, preservation, and application. Specifically, this course examines cases where there has been a death e.g., suicide, homocide, accidental, and criminal, as well as cases in which the victim is a survivor.

FORENSIC SCIENCE LAB
Students will learn and use equipment and techniques from the field of forensics to process and evaluate evidence from mock crime scenes. Although the crime scenes and physical evidence are a contrivance, they will be based on actual crime cases. Students will employ various diagnostic tests and methods from the sciences of serology, pathology, ballistics, molecular biology, physics, and biochemistry to solve a contrived criminal case. The laboratory experience will invite students to utilize an array of scientific techniques and to confront and deliberate the ethnical and legal implications surrounding the application of forensic science in a court of law.

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