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UNIVERSITY OF SOUTH CAROLINA 2007-2008 graduate bulletin
graduate bulletin index

updated 8/15/2007


Donald J. Dipette, M.D., Dean

Richard A. Hoppmann, M.D., Interim Dean and Associate Dean for Medical Education and Academic Affairs
Brian J. Jowers, M.A., Associate Dean for Administration and Finance
Prakash Nagarkatti, Ph.D., Associate Dean for Basic Science
O. Marion Burton, M.D., Associate Dean for Clinical Affairs
Stanley D. Fowler, Ph.D., Associate Dean for Clinical Research and Special Projects
Richard A. Hoppmann, M.D., Associate Dean for Medical Education and Academic Affairs
N. Jane Williams, M.P.A., Assistant Dean for Advancement
Joshua T. Thornhill IV, M.D., Assistant Dean for Clinical Curriculum
Nancy A. Richeson, M.D., Assistant Dean for Clinical Assessment
Lynn K. Thomas, Dr.Ph., Assistant Dean for Preclinical Curriculum
Morris J. Blachman, Ph.D., Assistant Dean for Continuing Medical Education
Carol L. McMahon, M.D., Assistant Dean for Minority Affairs
Ruth A. Riley, MS, Director of Library
Philip D. Watson, Ph.D., Director of Computer and Communication Resources


Faculty members participating in the biomedical science graduate programs are designated by an asterisk (*).
Faculty members participating in the genetic counseling graduate program are designated by a double asterisk (**).
Faculty members participating in the rehabilitation counseling graduate program are designated by a triple asterisk (***).
Faculty members participating in the nurse anesthesia graduate program are designated by a cross (+).

Department of Chemistry and Biochemistry

Affiliated Biochemistry Section

James M. Sodetz, Director

John H. Dawson,* Ph.D., Stanford University, 1976
W. Stephen Kistler,* Ph.D., Harvard University, 1970
Caryn E. Outten,* Ph.D., Northwestern University, 2001
F. Wayne Outten,* Ph.D., Norhtwestern University, 2001
James M. Sodetz,* Ph.D., University of Notre Dame, 1975
Paul R. Thompson,* Ph.D., McMaster University, Hamilton, Ontario, 2000

Cell and Developmental Biology and Anatomy

T.K. Borg, Chair

Charles A. Blake,* Ph.D., University of California, Los Angeles, 1972
T.K. Borg,* Ph.D., University of Wisconsin, 1969
Clarke F. Millette,* Ph.D., Rockefeller University, 1975

Associate Professor
Wayne Carver,* Ph.D., University of South Carolina, 1988

Assistant Professors
Edie C. Goldsmith,* Ph.D., University of North Carolina, Chapel Hill, 1996
Richard Goodwin,* Ph.D., University of South Carolina, 1998
Holly A. LaVoie,* Ph.D., Medical College of Virginia, 1994
Lance Paulman,* Ph.D., University of South Carolina, 1998
Ann Ramsdell,* Ph.D., Medical University of South Carolina, 1996

Research Associate Professor
Robert L. Price,* Ph.D., Southern Illinois University, 1984

Research Assistant Professors
Stephanie J. Muga,* Ph.D., University of Texas at Austin, 1995
C.V. Patel,* Ph.D., Indian Institute of Science, 1987
Jay D. Potts,* Ph.D., University of Iowa, 1991
Michael J. Yost, Ph.D., University of South Carolina, 1999

Neuropsychiatry and Behavioral Science

Richard K. Harding, M.D., Chair

Assistant Professors
Robert J. Froehlich,*** Ed.D., George Washington University, 2000
Linda Leech,*** Ph.D. Ohio University, 1998

Obstetrics and Gynecology

Janice L. Bacon, M.D., Chair of the Department

Robert G. Best,** Ph.D., North Carolina State University, 1986
S. Robert Young,** Ph.D., University of Michigan, 1972

Associate Professors
Janice G. Edwards,** M.S., Sarah Lawrence College, 1981
Patsy Lill,* Ph.D., Chicago Medical School, 1975
Jeffrey Patton,* Ph.D., University of North Carolina, 1984
Lucia A. Pirisi-Creek,* M.D., University of Sassari, 1983

Pathology, Microbiology, and Immunology

William E. Bowers, Chair

William E. Bowers,* Ph.D., Rockefeller University, 1966
Kim E. Creek,* Ph.D., Purdue University, 1980
Stanley D. Fowler,* Ph.D., Rockefeller University, 1969
Alvin Fox,* Ph.D., University of Leeds, 1976
Richard C. Hunt,* Ph.D., University of Cambridge, 1972

Maurice Nachtigal,* M.D., Bucharest Faculty of Medicine, 1957; Ph.D., Bucharest Institute of Virology, 1973
Carole Pillinger,* M.D., Medical University of South Carolina, 1981
Lucia Pirisi-Creek, M.D., University of Sassari, 1983
Brenda J. Tripathi,* Ph.D., University of London, 1971
Michael J. Wargovich,* Ph.D., Texas Tech University, 1981

Associate Professors
Philip Buckhaults, Ph.D., University of Georgia, 1996
Abdul Ghaffar,* Ph.D., University of Edinburgh, 1973
D. Margaret Hunt,* Ph.D., University of Cambridge, 1973
Eugene P. Mayer,* Ph.D., Marquette University, 1974

Clinical Research Associate Professor
Karen Fox,* Ph.D., University of South Carolina, 1998

Affiliated Faculty
V. Al Pakalnis,* M.D., Ohio State University, 1976
Ramesh Tripathi,* M.D., Agra University, 1959; Ph.D., University of London, 1970

Pharmacology, Physiology, and Neuroscience

Steven P. Wilson, Chair

Donald O. Allen,*+ Ph.D., Marquette University, 1967
Alexander J. McDonald,* Ph.D., West Virginia University, 1978
Marlene A. Wilson,*+ Ph.D., University of Illinois, 1985
Steven P. Wilson,*+ Ph.D., Duke University, 1976
Matthew B. Wolf,*+ Ph.D., University of California, Los Angeles, 1967

Associate Professors
James R. Augustine,* Ph.D., University of Alabama at Birmingham, 1973
James Buggy,*+ Ph.D., University of Pittsburgh, 1974
Craig W. Davis,*+ Ph.D., Emory University, 1977
Janet Fisher,*+ Ph.D., University of North Carolina, 1994
Paul R. Housley,*+ Ph.D., University of Michigan, 1981
Leslie S. Jones,*+ Ph.D., Northwestern University, 1981
Kenneth B. Walsh,*+ Ph.D., University of Cincinnati, 1986
Kristi H. Williams,+ CRNA, M.S., University of South Carolina, 1982
L. Britt Wilson,*+ Ph.D., LSU Medical Center New Orleans, 1988

Assistant Professors
Kelly L. Brown,+ CRNA, M.S., Medical University of South Carolina
Jim R. Fadel,*+ Ph.D., Ohio State University, 1998
Janet Fisher,*+ Ph.D., University of North Carolina, 1994
David D. Mott,*+ Ph.D., Duke University, 1991
Lawrence P. Reagan,*+ Ph.D., University of Pennsylvania, 1995
Sarah M. Sweitzer,*+ Ph.D., Dartmouth Medical School, 2001


A national leader in primary care medical education, the University of South Carolina School of Medicine also sponsors research and professional training focused on health care needs. In addition to the degree of Doctor of Medicine, the School of Medicine offers the Doctor of Philosophy degree with a major in biomedical science, the Master of Science degree with a major in biomedical science, the Master of Science in Genetic Counseling, the Master of Nurse Anesthesia , and the Master of Rehabilitation Counseling. A Certificate of Graduate Study in Psychiatric Rehabilitation has also been recently developed. An M.D./Ph.D. plan is available to students interested in careers in academic medicine or medical research. Correspondence concerning admission to the M.D. program and requests for the School of Medicine Bulletin should be addressed to the School of Medicine, Office of Admissions, University of South Carolina, Columbia, SC 29208, or phone 803-733-1531. Extensive information about the School of Medicine may be accessed via our Web site at www.med.sc.edu.

The school's administrative offices and basic science departments, which adjoin the Dorn VA Medical Center, have the advantages both of a beautiful, historic campus and well-equipped, modern laboratories and classrooms. Clinical departments are located on the rapidly expanding USC School of Medicine campus at Richland Medical Park in Columbia. Affiliated hospitals are the Byrnes Center for Geriatric Medicine, Education, and Research; the Dorn VA Medical Center; the Greenville Hospital System; the William S. Hall Psychiatric Institute; Moncrief Army Hospital; and Palmetto Richland Memorial Hospital. The school also collaborates closely with state agencies involved in health service delivery.

The University of South Carolina School of Medicine emphasizes research partnerships with affiliated hospitals and agencies to direct investigations to areas of greatest potential health benefit. The Centers of Research Excellence, a joint interdisciplinary venture with Palmetto Richland Memorial Hospital, includes research centers focused on cancer, cardiovascular disease and stroke, biomedical ethics, and primary health care. The Rural Primary Care Education Projects in Winnsboro, Kershaw, and Bennettsville, S.C., serve as centers for research on rural health care delivery, including telemedicine.

Innovative research on geriatric health care and child and community mental health issues is under way in cooperation with the Byrnes Center for Geriatric Medicine, Education, and Research and the William S. Hall Psychiatric Institute. Other areas of research strength include developmental disabilities, neuroscience, infectious diseases and immunology, vision research, and reproductive biology and endocrinology.

Degree Programs

M.S. and Ph.D., Biomedical Science

Designed to train students for careers in teaching and research, the doctoral program in biomedical science is an interdisciplinary program with participation of the basic medical science Departments of Pharmacology, Physiology, and Neuroscience; Cell and Developmental Biology and Anatomy; and Pathology and Microbiology. The curriculum includes required and elective courses and seminars as well as supervised laboratory research. The program's size of approximately 40 students provides extensive student/faculty interaction. The purpose of the master's program is to provide broadly based interdisciplinary training in biomedical science to individuals who wish to expand or change their educational background and training to fulfill personal, preprofessional, or other career advancement goals.

Master of Science, Genetic Counseling

The master's program in genetic counseling prepares genetic counselors to work with families at risk for genetic disease or birth defects. Graduates are also involved in teaching, research, and administrative aspects of this growing field. The curriculum includes course work and internship opportunities at the University of South Carolina, the Medical University of South Carolina, the Medical College of Georgia, the Greenwood Genetic Center, the William S. Hall Psychiatric Institute, the Carolinas Medical Center in Charlotte, Savannah Perinatology Associates, UNC-Chapel Hill and Duke University Medical Center. The first of its kind in the Southeast and one of only 28 in the United States, the genetic counseling master's program is accredited by the American Board of Genetic Counseling.

Master of Nurse Anesthesia

The master's program in nurse anesthesia trains registered nurses to develop, implement, and evaluate the anesthetic care of patients. Cosponsored with Palmetto Richland Memorial Hospital, the program includes both course work and clinical experience. The master's program in nurse anesthesia is accredited by the Council on Accreditation of Nurse Anesthesia Educational Programs. Graduates are eligible for certification by the Council on Certification of Nurse Anesthetists.

Master of Rehabilitation Counseling

The master's program in rehabilitation counseling provides professional training that prepares counselors to aid in the rehabilitation of disabled and disadvantaged persons. The curriculum includes both classroom and field-based experiences. Most graduates pursue careers with the S.C. Departments of Vocational Rehabilitation, Mental Health, and Disabilities and Special Needs, as well as various substance abuse programs. The program is accredited by the Commission on Rehabilitation Education.

Certificate of Graduate Study in Psychiatric Rehabilitation

This cross-disciplinary program provides focused training in the area of psychiatric rehabilitation to meet a need for trained professionals with specialized knowledge and skills in assisting individuals with severe, long-term mental illnesses in securing and maintaining employment. Individuals with training in vocational rehabilitation have not typically been trained in working with mental illness, and individuals with expertise in mental health issues are not typically trained in vocational rehabilitation. This program presents a unique opportunity to address this need for professionals who are cross-trained to work with both mental health issues and vocational concerns. Key content areas of study in the certificate program include the characteristics of severe long-term mental illnesses, assessment, treatment, rehabilitation methods, and the recovery process. All course work is available on campus or online in distance education format.

Program Overview

M.S. and Ph.D., Biomedical Science

Departmental and research focus directors of the biomedical science graduate committee include the following:

Richard Hunt, director, biomedical sciences graduate program
Wayne Carver, celland developmental biology and anatomy
Kim Creek,
pathology and microbiology
Marlene Wilson,
pharmacology, physiology, and neuroscience.

The biomedical science graduate programs offer a course of graduate study and significant research opportunities leading to the Doctor of Philosophy degree and the Master of Science degree with majors in biomedical science. Biomedical science is a multidisciplinary field of study encompassing biological and physicochemical disciplines in a medical setting. Scientists working in this area have diverse interests ranging from the study of molecular subcellular events to the study of organ systems and whole organism functions. This interdisciplinary program prepares students for careers in biomedical research and education, providing broad emphases on the basic medical sciences with special concentration on the disciplines emphasized in the dissertation research.


The curriculum presents multiple training components designed to prepare students for their thesis or dissertation research: 1) a selected core of basic medical science courses; 2) multidisciplinary laboratory courses on research methods, facilities, and major equipment; and 3) research oriented, advanced graduate course work in areas of specialization and in program theme areas, such as neuroscience, developmental biology, immunology, molecular biology and cancer, vision science, reproductive biology, and cardiovascular sciences. Collaborative research between clinical faculty and the biomedical science program provides a unique opportunity to apply basic research techniques to clinically relevant problems, such as cancer, mental and behavioral disorders, vision disturbances, heart disease and stroke, diabetes, and reproductive and endocrine disorders.

Admission Standards

An applicant must have a baccalaureate degree or its equivalent from an accredited college or university. Undergraduate courses should include two semesters each of biology, physics, inorganic chemistry, and organic chemistry as well as some math (preferably through calculus).

Admission is determined by the dean of The Graduate School after recommendation by the academic director of the biomedical science program and the Biomedical Science Graduate Committee. Criteria examined include an appraisal of courses taken, grades achieved, letters of recommendation, research experience, scores on the GRE, and the student's statement of purpose for graduate study. Applicants may designate a preferred academic specialization, but, because of the interdisciplinary nature of biomedical research, applications are reviewed by all departmental and research focus directors; when possible, highly ranked applicants are invited to interview and visit the program.

An GPA average of 3.00 or better is preferred in both the major and overall. For 2000 and 2001, the average GPA for 15 students admitted to the Ph.D. program was 3.38, and the average GPA for 14 students admitted to the master's program was 3.01. GRE scores on the general section above the 50th percentile are preferred. For 2000 and 2001, the average GRE scores for 15 students admitted to the Ph.D. program were: verbal--519, 62 percent; quantitative--659, 69 percent; analytical--668, 77 percent; and the average GRE scores for 14 students admitted to the master's program were: verbal--443, 44 percent; quantitative--655, 68 percent; analytical--621, 64 percent.

Degree Requirements

Graduate studies in biomedical science are planned to provide broad interdisciplinary training as well as specialization in an area of research. The Ph.D. degree requirements include an admission-to-candidacy examination, a comprehensive examination, and a dissertation. A thesis is required for the master's program.

The curriculum includes required core courses in the basic medical sciences and elective graduate courses appropriate to the area of specialization. Ongoing seminar programs expose students to presentations of current research progress by scientists in the program, other departments of the University, and from around the nation and world. Interdisciplinary laboratory courses introduce students to distinctive research facilities and methods in the biomedical sciences, preparing them for supervised research in their area of specialization. This research training culminates ultimately in the student’s own thesis or dissertation project which makes an original and creative contribution to the body of current knowledge in biomedical science.

Biomedical science graduate students may elect to do research in such current areas of interest as immunology, cell and molecular biology, neurobiology, oncology, microbiology, vision science, developmental biology, microcirculation, and receptor systems. Additional opportunities are available in cardiovascular, endocrine, and reproductive research. A detailed description of research activities of the biomedical science program may be found in the School of Medicine booklet Medical Research and at http://pathmicro.med.sc.edu/graduate.depts.htm. Entries in the booklet are arranged by research area rather than departmental affiliation to highlight the interdisciplinary nature of biomedical research programs.

The Master of Science degree with a major in biomedical science requires at least 32 graduate credit hours, not more than 6 of which may be taken in thesis research. Of these, at least 50 percent must be in courses numbered 700 or above, exclusive of thesis credit. Not more than 6 hours of independent study, special topics, or directed research other than thesis research are permitted, unless justified by the program of study and approved by the graduate dean. The remainder of the requirements may include courses numbered from 500 to 699 taken for graduate credit. As many as 12 hours of study may be taken in USC schools and colleges other than the School of Medicine; this option provides great flexibility to individually tailor programs and draw on the wider resources of a comprehensive university. At least 10 credit hours of graduate study must be taken from basic medical science graduate courses.

The Ph.D. degree with a major in biomedical science requires a minimum of 62 credit hours beyond the baccalaureate and a minimum of 30 hours beyond the master's degree, including at least 12 credit hours of dissertation preparation. Course work includes 18 hours of a core curriculum and at least 9 elective credit hours in the area of specialization. The program offers two primary training tracks, one in cell and molecular biomedical science and one in biomedical neuroscience. Each training track offers a different core curriculum. Transfer of graduate credits earned prior to admission into the doctoral program will be determined by the student's doctoral advisory committee within limits determined by The Graduate School.

The Ph.D. programs also require successful completion of a written comprehensive examination in the format of a research grant proposal, an oral defense of the comprehensive examination, presentation in the Newton Graduate Research Symposium, presentation of a dissertation seminar, and an approved Ph.D. dissertation with oral defense. More detailed information on degree requirements may be accessed from our Web site, www.med.sc.edu.

Application Information

Inquiries concerning admission and requests for printed program information should be directed to the School of Medicine Office of Graduate Studies, University of South Carolina, Columbia, SC 29208, telephone 803-733-3100, e-mail biomed@med.sc.edu, or visit our Web site at www.med.sc.edu.

M.S., Genetic Counseling

Genetic counselors are specialized health professionals who counsel individuals and families about genetic disease and birth defects. Counselors have initial contact with families and act as case managers and liaisons to the health care team throughout the evaluation process. Genetic counselors work with patients from varied sociocultural and educational backgrounds to obtain family history, assess psychosocial status, explain the ramifications of disorders, and provide support to assist in adjustment to the physical and emotional challenges of genetic diagnosis. Additionally, genetic counselors provide education to practicing professionals, health care students, and lay groups. Program administration, the development of new services, teaching, and research activities are often encompassed within the career.

The USC genetic counseling program began in 1985. One of 30 programs in the United States, it was the first program in the southeastern region. In 1991 the program received a rare Commendation for Excellence during the South Carolina Commission of Higher Education's review, citing program strengths that include: an enthusiastic faculty, Master of Science thesis research, and students who have proven to be professionally active after graduation. In the 1998 state review of graduate health degrees, the site visit team recommended another Commendation for Excellence.

Six to eight students are accepted each year from an applicant pool of approximately 80. Since 1985, more than 125 genetic counselors have graduated from the program. Over half of the practicing graduates are serving in the Southeast.


This is a two-year program that includes course work, clinical rotations, and a research-based thesis. Housed in the Department of Obstetrics and Gynecology, the program is one of several health professional degrees offered by the School of Medicine. The curriculum includes 57 credit hours. Of these, 43 hours are devoted to classroom study, the majority of which are designed specifically for the genetic counseling program. The program is interdisciplinary in that students take courses with other graduate students in biomedical science and biology. Clinical rotations in regional genetic centers provide 8 credit hours, while 6 hours of credit are awarded for Master of Science thesis research.

Clinical Rotation Facilities

The clinical rotation portion of the genetic counseling program provides a range of prenatal, pediatric, adult, and specialty clinical experiences required for the American Board of Genetic Counseling (ABGC) certification examination. The student begins the transition from theory to practice during a summer clinical placement. During the senior year, each student has the opportunity to rotate through four of the following sites:

  • USC School of Medicine, Columbia, S.C.: Department of Obstetrics and Gynecology
  • Medical University of South Carolina, Charleston, S.C.: Department of Pediatrics, Division of Genetics and Child Development, and the Prenatal Wellness Center
  • Greenwood Genetic Center, Greenwood, Greenville, and Columbia, S.C.
  • Medical College of Georgia, Augusta, Ga.: Department of Pediatrics
  • Carolinas Medical Center, Charlotte, N.C.
  • Savannah Perinatology, Savannah, Ga.
  • Duke University Medical Center, Durham, N.C.
  • University of North Carolina Chapel Hill, N.C.: Department of OB/GYN
  • Fullerton Genetics Center, Asheville, N.C.
  • Emory University, Atlanta, Ga.

Thesis Research

The field of genetic counseling has developed into a professional discipline of its own. As such, the capabilities of genetic counselors should include scientific evaluation of the tenets of genetic counseling and professional reporting of these studies. The student in genetic counseling is required to write a thesis based on original research. The resulting work is of publishable quality and is often presented at a national genetics society meeting.

Admission Standards

Applicants for the Master of Science in Genetic Counseling Program must have earned a baccalaureate degree at an accredited institution. Prerequisite course work includes: one year of general biology, one year of general chemistry, one semester of biochemistry, one semester of genetics, and one semester of statistics. Scores from the general aptitude test of the GRE are required. Subtest scores are invited but optional. Supporting material must include: undergraduate transcripts, three letters of recommendation, and a statement reflecting the student's interest and experience in the field. A personal interview with the admissions committee is required.

Application Information

The application deadline is February 1. To obtain application information, please contact: Genetic Counseling Program, Department of Obstetrics and Gynecology, School of Medicine, University of South Carolina, Two Medical Park, Suite 208, Columbia, SC 29203. Allow three to four weeks for delivery. You may also call 803-779-4928, extension 228, or e-mail genetics@richmed.medpark.sc.edu. Extensive information for applicants is on the School of Medicine Web page, http://geneticcounseling.med.sc.edu.

Master of Nurse Anesthesia

The nurse anesthetist is a highly trained medical care specialist who, under the supervision of a physician, is responsible for the anesthesia requirements of patients in all areas of surgery. The nurse anesthetist develops, implements, and evaluates the anesthetic plan of care for individual patients and is a vital part of the health care team. The nurse anesthesia program at the University of South Carolina is a cooperative program between the School of Medicine and the Palmetto Richland Memorial Hospital School of Nurse Anesthesia. The PRMH School has been training nurse anesthetists since 1969 with involvement of the School of Medicine faculty since 1986. A program leading to a Master of Nurse Anesthesia was approved in 1993. Students who successfully complete the program will be eligible to take the National Certification Examination given by the Council on Certification of Nurse Anesthetists. The program is accredited by the Council on Accreditation of Nurse Anesthesia Education Programs.


The curriculum consists of a 27-month course of study including clinical training and didactic courses in physiology, pharmacology, principles of anesthesia, and others. Palmetto Richland Memorial Hospital is the primary clinical training site where students complete 50 percent of their clinical anesthesia training. Clinical affiliations currently exist at several additional sites: Providence Hospital/Providence Heart Institute, Lexington Medical Center, Moncrief Army Hospital, Greenville Hospital System, Bon Secours St. Francis Hospital, Providence Northeast Hospital, Palmetto Health Baptist-Columbia, Kershaw County Medical Center, Anderson Area Medical Center, Oconee Memorial Hospital, Springs Hospital, Carolina Pines Regional Medical Center, and Conway Medical Center. To meet the criteria for graduation and to meet the requirements to write the Certification Exam from the Council on Certification, students participate in a minimum of 550 anesthesia cases covering a variety of clinical experiences, including general and regional anesthetics for pediatrics, obstetrics, geriatrics, cardiovascular-thoracic, neurological, plastic otolaryngology, ophthalmology, urology, orthopedics, and radiological procedures.

Admission Standards

While meeting minimum requirements does not guarantee admission, prerequisites for admission include:

1. a Bachelor of Science in Nursing degree from an NLN-accredited program or Bachelor of Science degree in a related science (official transcripts from each school or college previously attended with degrees posted are required); a GPA of 3.00 or higher on a 4.00 scale is preferred; the average GPA for admitted students was 3.50 for the Class of 2008;
2. current licensure as a registered nurse in one of the 50 states; South Carolina licensure is required for matriculation;
3. a satisfactory score on the GRE, taken within five years of applying;
the average GRE for admitted students was 496 verbal and 587 quantitative for the Class of 2008;
4. a minimum of one year full-time critical care nursing experience
prior to the application deadline of June 15; clinical experience within the past three years is preferred and must be direct hands-on patient care in an intensive care or coronary care unit; alternate clinical experiences to substitute shall be evaluated upon request;
5. satisfactory completion
and current documentation of Basic Life Support and Advanced Cardiac Life Support;
6. letters of recommendation from two health care professionals who have supervised clinical experience;
7. current resume.

Prerequisites must be met prior to an offer for interview. Admission is competitive and students are chosen on the basis of their academic record, employment history and performance, character, and general fitness for the study of nurse anesthesia. To be accepted, the applicant must submit evidence of good physical health, emotional stability, and personality considered necessary for successful performance as a nurse anesthetist. Students admitted to the Master of Nurse Anesthesia program are selected by an admissions committee composed of faculty from the USC School of Medicine, clinical coordinators, and nurse anesthesia students.

Application Information

Application deadline is June 15. Selected candidates for admission will be scheduled for a personal interview with the admissions committee to be held in July and/or August of the year prior to the January orientation and start of the program in spring semester. Letters of appointment will be sent to applicants in August; these notified applicants are required to send a reply with their intentions concerning matriculation within two weeks of the letter of appointment. A $250 nonrefundable deposit must accompany the letter of acceptance. This deposit will be applied to the first-year clinical fees when the student matriculates. For further questions pertaining to a career in nurse anesthesia, please contact the clinical director of the USC/PRMH Graduate Program in Nurse Anesthesia at 803-434-6344 or e-mail kwilliam@gw.mp.sc.edu.

For application materials, direct inquiries to the School of Medicine Graduate Office, University of South Carolina, Columbia, SC 29208; call 803-733-3100; or visit our Web site at http://anesthesia.med.sc.edu.

Master of Rehabilitation Counseling

Graduates are specialized professionals who assist persons with physical, mental, developmental, cognitive, and addictionsbased disabilities, as well as other forms of disadvantagement. They help these individuals deal with personal, interpersonal, and societal problems; plan careers; and find and maintain appropriate employment. The counseling process involves communication, goal setting, and facilitating personal growth or beneficial change through advocacy, psychological, vocational, social, and behavioral interventions. The counselors work with individuals, organizations, and advocacy groups that address environmental and social barriers that create obstacles for persons with disabilities. In effect, they build bridges between persons with disabilities, their families, communities, and work places. They also collaborate with physicians, psychologists, therapists, and others in assisting rehabilitants in pursuing their vocational and independent-living goals. Because employment is a major problem for persons with disabilities, rehabilitation counselors work closely with employers and representatives of the business community to identify job opportunities and to make work environments more accommodating.

In South Carolina, the Departments of Vocational Rehabilitation and Mental Health and the array of addictions treatment programs are among the major employers of rehabilitation counselors. Rehabilitation counselors also serve as consultants to insurance companies, industry, and educational institutions. Recently, rehabilitation counselors have begun to coordinate and arrange for rehabilitation and transition services for children with disabilities who are in school. Also, geriatric services are now being provided to older persons who are experiencing changing lifestyles and health problems. Increasingly, industrially disabled workers are receiving rehabilitation counseling services through private rehabilitation companies and employers' in-house disability management and employee assistance programs. Persons who have severe disabilities that limit opportunities for full-time competitive employment may also be assisted through independent-living service programs and supported employment arrangements developed and provided by rehabilitation counselors.


The rehabilitation counseling program is based in the School of Medicine's Department of Neuropsychiatry and Behavioral Science. The program is accredited by the Council on Rehabilitation Education. Program graduates are eligible to take state professional counselor licensure exams and a national certification exam administered by the Commission on Rehabilitation Counselor Certification.


The curriculum comprises 48 credit hours of course work which includes classroom study, clinical skills development activities, and field experience. Major content areas include individual and group counseling theory and practice, medical and psychological aspects of disabilities, assessment techniques, vocational and career issues, case management, and cultural competency. Interdisciplinary team functioning is emphasized, as well as a holistic view of rehabilitants. Counseling activities are learned within a social-systems framework that considers individuals in the context of their families and communities. Thirty-six of the hours consist of classroom-based course work directed at knowledge and skill development. Six of these credit hours of study consist of elective courses selected on the basis of student interest and relevance to career objectives.

Rehabilitation Scholars

Specialized course work is available in psychiatric rehabilitation. The rehabilitation counseling program has been awarded a five-year grant to prepare rehabilitation counselors to work with persons having severe, long-term mental illness. The grant provides money to support up to five students per year admitted for full-time study in the master's degree program. The Rehabilitation Scholars program covers tuition and includes a $400 per month stipend for living expenses. Recipients are obligated to obtain postgraduate employment in agencies or programs serving persons with mental illnesses for a specified time period. Interested persons should apply for admission to the master's program and indicate in their cover letter that they wish to be considered for the scholarship program. The program also has grant funded scholarships for persons who are willing to commit to serving persons with all types of disabilities who reside in rural areas of the state. The scholarship benefits and the application procedure are the same as those for the psychiatric rehab specialization.


The last semester of training consists of a full-time internship. Internships can be served in a variety of state agencies, community programs, and private organizations. In some instances, out-of-state internships can be arranged. These activities are intended to facilitate the development and enhancement of the spectrum of counseling activities within the context of real practice settings, assuring adequate competency to fulfill appropriate professional roles upon graduation.

Admission Standards

Applicants to the program must have earned a baccalaureate degree from an accredited institution. GRE scores, references, academic background and performance, work and volunteer experience, and personal interview findings are all considered in the admissions process. Applicants are also required to submit a letter of intent. The letter should address the reason for pursuing a career in rehabilitation counseling, relevant experience, and plans for completing the program requirements, if accepted. Relevant experience refers to both volunteer and paid work experience involving the provision of services to persons with disabilities or other forms of disadvantage.

Application Information

For additional information, contact Dr. Linda Leech at: Rehabilitation Counseling Program, School of Medicine, Department of Neuropsychiatry and Behavioral Science, University of South Carolina, Clinical Education Building/Medical Park 15, Suite B20, 3555 Harden Street Extension, Columbia, SC 29203. You may also call 803-434-4296, fax 803-434-4231, or e-mail LLeech@richmed.medpark.sc.edu. Extensive information about the Rehabilitation Counseling Master’s Program and the Rehabilitation Scholars Program is available from the School of Medicine Web site at www.med.sc.edu. Please note that completed applications for fall admission to the rehabilitation counseling program will be processed beginning March 1 each year. The process will continue until the available slots are filled or until July 1, whichever occurs first. Thus, there is no guarantee that applications received after March 1 will be considered. Because of the sequential curriculum structure, students are only admitted for the fall semester.

Certificate of Graduate Study in Psychiatric Rehabilitation

The Certificate of Graduate Study in Psychiatric Rehabilitation is a 24-credit-hour graduate specialty program designed to equip human service professionals for work with individuals with severe mental illnesses. This cross-disciplinary program introduces students to the characteristics of severe long-term mental illnesses, assessment, treatment, rehabilitation methods, and the recovery process.

The Certificate of Graduate Study in Psychiatric Rehabilitation is designed to meet the needs of students seeking a rehabilitation counseling or other related graduate degree, individuals seeking a specialty certificate (pre- or post-master's), and non-degree seeking students needing courses in psychiatric or mental health areas for continuing education credit. Courses within the certificate program are appropriate for rehabilitation counselors; counselors; social workers; educational psychologists; marriage and family counselors; majors in psychology, public health, sociology, nursing, or education; or individuals pursuing vocational or personal interests in the area of psychiatric rehabilitation or mental health.


All course work is available on campus or online in distance education format. Students electing a distance education option must have a computer with Internet access and be willing to schedule one two-day meeting on campus per semester.

The Certificate of Graduate Study in Psychiatric Rehabilitation requires 24 graduate credit hours. The following core courses, totaling 12 credit hours, taught by the rehabilitation counseling faculty are required:

NPSY 755 Fundamentals of Psychiatric Rehabilitation (3 hours)
NPSY 756 Vocational Implications of Psychiatric Disability (3 hours)
NPSY 757 Psychopathology for Counselors (3 hours)
NPSY 758 Classification and Assessment of Mental Disorders (3 hours)

In addition, students must complete a field placement: the rehabilitation counseling practicum (RHAB 880: Rehabilitation Counseling Practicum, 3 hours) or its equivalent will be accepted for the certificate.

Electives totaling at least 9 credit hours are also required. Students may choose from the following list of electives:

NPSY 760 Addictions Rehabilitation (3 hours)
NPSY 761 Dual Diagnosis (3 hours)
RHAB 714 Rehabilitation Assessment (2 hours)

Other graduate-level courses from the University of South Carolina or other accredited colleges or universities may also serve as electives as approved by faculty.

Admission Standards

Applicants to the Certificate of Graduate Study in Psychiatric Rehabilitation must have earned a baccalaureate degree from an accredited institution. Admissions decisions are made on the basis of an overall evaluation of the applicant's preparation and ability to complete advanced study. Particular attention is paid to the applicant’s work experience, practice interests, leadership ability, and motivation. Appropriate supporting documentation for admissions include: GRE scores, transcripts of all undergraduate and graduate course work, written statement of goals for graduate study, work and volunteer experience, and references.

Application Information

For additional information or application materials, contact Dr. Linda Leech at: Certificate of Graduate Study in Psychiatric Rehabilitation, Department of Neuropsychiatry and Behavioral Science, University of South Carolina, Clinical Education Building/Medical Park 15, Suite B20, 355 Harden Street Extension, Columbia, SC 29203. Phone: 803-434-4296; fax: 803-434-4231; e-mail: lleech@richmed.medpark.sc.edu. Also see the program Web site, www.med.sc.edu:2004.

Course Descriptions

Anatomy (ANAT)

  • 700 -- Principles of Electron Microscopy. (4) The overall objectives of this course are to demonstrate to students (1) the use of electron microscopy and related histochemical techniques in studying the disease process at the cellular level and (2) the use of electron microscopy as ancillary instrumentation in interdisciplinary medical research. Lectures (two hours per week) would cover current methods of sample preparations and examinations of tissue by transmission electron microscopy, scanning electron microscopy, electron diffraction, and freeze-fracture. Laboratory (6 hours per week) would involve individual sessions with the course director in relation to the individual's specific research problem.
  • 701 -- Human Embryology and Gross Anatomy. (8) (Prereq: permission of the instructor) Gross morphology of the human body; names, relationships, and basic functions of body structures through original cadaver dissection observation supplemented by the use of texts, lectures, clinical correlations, radiographs, and informal discussion in groups.
  • 710 -- Special Topics in Gross Anatomy. (2) (Prereq: ANAT 701 and permission of instructor and chair of the department) Advanced study of one region of the body with special emphasis on detailed anatomy, normal variation, surgical procedures, original research, embryology, and teaching methods.
  • 715 -- Special Topics in Human Embryology. (variable) (Prereq: ANAT 701 and permission of the instructor and the chair of the department) Advanced study of the essential features of human development, clarifying the gross anatomical features and giving emphasis to recent advances in human embryology. The clinical importance of embryology and the etiology of congenital defects are noted.
  • 720 -- Special Topics in Microscopic Anatomy. (1-3) (Prereq: permission of instructor and chair of department) Advanced study of selected topics in microscopic anatomy.
  • 740 -- Biological Microscopic Imaging. (3) (Prereq: permission of instructor) Sample preparation and equipment use for electron, light and confocal, and live-cell microscopy. Cell sorting and image analysis will be covered.
  • 780 -- Research in Anatomy. (1-10)
  • 899 -- Dissertation Preparation. (1-12)

Biomedical Science (BMSC)

  • 700 -- Biomedical Science Interdisciplinary Laboratory I. (3) Survey for new biomedical science graduate students of major problem areas and research methods in biomedical science with introduction to faculty, services, facilities, and major equipment of the basic science departments of the School of Medicine.
  • 701 -- Biomedical Science Interdisciplinary Laboratory II. (3) (Prereq: BMSC 700 and consent of instructor) Intensive tutorial for advanced biomedical science graduate students in laboratory techniques and/or methodology outside of department of specialization.
  • 702 -- Medical Cell Biology I. (4) (Prereq: basic biochemistry and consent of instructor) The structure and assembly of eucaryotic cells, mechanisms of gene expression, and the cell biology of the immune system. Methods in cell biology are also discussed.
  • 705 -- Medical Cell Biology II. (4) (Prereq: BMSC 702) A continuation of BMSC 702, this course will cover cell-cell communication, cell motility, extracellular matrices, stem cells, cellular embryology, and the interactions of viruses with cells. Relevant methods will also be presented.
  • 706 -- Ethics in Biomedical Research. (2) Discussion of major ethical issues related to biomedical research. Two hours of lecture and small-group discussion per week.
  • 710 -- Medical Molecular Biology. (4) (Prereq: BMSC 754-755) Theory and practice of molecular biology as applied to medical research. Nucleic acid structure and function, methodology, genome organization and DNA dynamics.
  • 720 -- Signal Transduction. (4) (Prereq: BMSC 755) Transmembrane signaling processes and regulatory mechanisms involved in neurotransmission and drug action. Emphasis on membrane receptors linked to ion channels, guanine nucleotide binding proteins, tyrosine kinase activity and intracellular receptors.
  • 730 -- Cardiovascular Science. (4) (Prereq: consent of instructor) Anatomy, pathology, pharmacology and physiology of the cardiovascular system taught from a research-oriented perspective.
  • 754 -- Biomedical Biochemistry I. {=CHEM 754} (4) (Prereq: consent of instructor) First of a two-semester sequence covering the major areas of biochemistry in a biomedical context. Chemistry of amino acids and proteins, enzymology, metabolism of carbohydrates and lipids. Emphasis is on biomedical research applications. Four lecture hours per week.
  • 755 -- Biomedical Biochemistry II. {=CHEM 755} (4) (Prereq: CHEM 754) A continuation of BMSC 754. Topics include nucleic acids and protein biosynthesis, blood chemistry, respiration, acid-base chemistry, metabolism, and nutrition. Four lecture hours per week.
  • 799 -- Thesis Preparation. (1-9)
  • 801 -- Seminar in Biomedical Science. (2) Professional development and scientific update by attending Biomedical Science Seminar Series and meeting with speakers in section one for one credit. Section two for two credits also includes student presentations of literature review topics and current research. May be repeated for credit.

Cell Biology and Neuroscience (CBNS)

  • 702 -- Human Microscopic Anatomy. (5) (Prereq: permission of instructor) Lecture and laboratory devoted to light microscopic and ultrastructural features of human cells, tissues, and organs. The correlations between structure and function are emphasized as well as the intimate relation of microscopic anatomy to biochemistry, physiology, and pathology.
  • 750 -- Mammalian Reproductive Biology. (4) (Prereq: BIOL 717, BMSC 702) Mammalian reproductive systems at organismic, cellular, and molecular levels. Emphases on the structural, functional, and developmental aspects of the hypothalamus, pituitary gland, testis, and ovaries.
  • 761 -- Advanced Reproductive Neuroendocrinology. (3) (Prereq: CBNS 750) An intensive consideration of topics of current interest in the neuroendocrine control of reproduction. Student presentation and small group discussion formats.
  • 762 -- Advanced Male Reproductive Biology. (3) (Prereq: CBNS 750) An intensive consideration of topics of current interest in male reproduction. Student presentation and small group discussion formats.
  • 763 -- Advanced Female Reproductive Biology. (3) (Prereq: CBNS 750) An intensive consideration of topics of current interest in female reproduction. Student presentation and small group discussion formats.
  • 764 -- Research in Reproductive Biology. (1-12) Mentored independent laboratory research.

Genetic Counseling (HGEN)

  • 700 -- Medical Genetics for Health Professionals. (3) (Prereq: consent of instructor) An overview of the role of genetics in health and illness. Focus of study includes strategies for diagnosis, prevention, and treatment of genetic disease and the integration of genetics into clinical practice.
  • 701 -- Introduction to Genetic Counseling. (3) (Prereq: admission to program) An overview of the history and development of genetic counseling. Introduction to the fundamental components of and skills utilized in prenatal, pediatric, and adult genetic counseling.
  • 702 -- Psychosocial Aspects of Genetic Counseling. (3) (Prereq: HGEN 701) Exploration of the impact of genetic conditions on the individual and family. Psychosocial skills will be strengthened through reading, role play, discussion, and interactions with affected individuals and families.
  • 703 -- Approaches to Ethical Challenges in Genetic Counseling. (1) (Prereq: HGEN 701) Seminar in bioethical principles and their application to case management and genetic counseling. Includes lecture, case presentation, and discussion.
  • 704 -- The Genetic Counseling Process. (3) (Coreq: HGEN 701) Introduction to counseling skills utilized in genetic counseling via reading, discussion, clinical observation, and role play.
  • 705 -- Clinical Skills Seminar. (1) Intensive skill development focused on practical aspects of patient care for clinical rotation preparation. (Pass-Fail grading)
  • 710 -- Genetic Counseling Methods. (3) (Prereq: HGEN 702) An integration of the student's theoretical background and clinical experiences with focus on the development of clinical skills. Format includes case presentation and discussion.
  • 715 -- Contemporary Issues in Genetic Counseling. (1) Discussion forum targeted at critical evaluation of medical genetics literature and examination of current issues facing the genetic counseling profession. May be repeated for up to 4 credit hours.
  • 720 -- Medical Genetics. (3) (Prereq: consent of instructor) A study of the clinical aspects of human genetics with focus on single gene, chromosomal, and multifactorial genetic disease; the underlying molecular and biochemical principles; and determination of genetic risk.
  • 721 -- Quantitative Risk Analysis in Medical Genetics. (1) Principles of quantitative risk analysis used in complex medical genetics risk calculations. For use in the calculation and interpretation of genetic risk in pedigree analysis, genetic screening, and diagnostic testing. (Pass-Fail grading)
  • 725 -- Human Developmental Biology I. (4) The process of normal human development and basic physiological/anatomical processes of organ systems including embryo, craniofacial, nervous, respiratory, musculoskeletal, andthe integumentary systems. Clinical significance andetiologies of human malformations.
  • 726 -- Human Developmental Biology II. (4) Systems covered include cardiac, vascular, and urogenital. Additional topics include clinical correlates, ultrasound, labod and delivery, infancy, childhood, and adolescence.
  • 730 -- Advanced Medical Genetics I. (3) (Prereq: HGEN 720) A comprehensive seminar series taught by clinical/medical geneticists and medical practitioners. Topics include Mendelian genetics, cytogenetics, metabolic disorders, multifactorial disorders, and mental retardation.
  • 731 -- Advanced Medical Genetics II. (3) Continuation of HGEN 730. Topics include psychiatric disorders, cancer genetics, skeletal, renal, neuromuscular and neurocutaneous disorders, genetic autopsy, molecular diagnostics, and immunogenetics.
  • 735 -- Cancer Genetics and Genetic Counseling. (3) (Prereq: HGEN 720) Overview of medical oncology with an emphasis on familial and hereditary cancer. Includes didactic lectures, oral and written assignments.
  • 750 -- Summer Clinical Rotation. (2) (Prereq: HGEN 702) Clinical placement in a regional genetic center under direct supervision of geneticist/genetic counselor. Allows opportunity for development of genetic counseling skills as students begin transition from theory to practice.
  • 760 -- Clinical Rotation I. (3) (Prereq: HGEN 702) Two days per week of clinical placement under direct supervision of geneticist/genetic counselor for experience in prenatal, pediatric, and disease-specific clinics.
  • 761 -- Clinical Rotation II. (3) (Prereq: HGEN 702) Two days per week of clinical placement under direct supervision of geneticist/genetic counselor for experience in prenatal, pediatric, and disease-specific clinics.
  • 799 -- Thesis preparation. (1-6)

Medicine (MEDI)

  • 700–Health Aspects of Aging. (3) The aging process and its health implications; practicum experience included.
  • 701–Nutrition and the Elderly. (3) (Prereq: a course in nutrition) A multidisciplinary approach to the nutritional requirements of the elderly. The role of nutrition in the prevention of medical problems commonly seen in the elderly.

Microbiology and Immunology (MBIM)

  • 680 -- Clinical Diagnostic Bacteriology. (2) (Prereq: MBIM 720 or equivalent; permission of instructor) Lectures, conferences, and demonstrations, no laboratories. Basic objective is to provide students with the fundamentals of clinical microbiology.
  • 690 -- Clinical and Diagnostic Immunology. (3) (Prereq: introductory immunology or consent of instructor) Discussion of theoretical and practical aspects of various immunological techniques applicable to diagnostic and clinical laboratory. Demonstrations to cultivate an appreciation of the logistics, pitfalls, and limitations of the test and interpretations of results. Beneficial for both graduate and undergraduate candidates. Three lecture hours per week.
  • 710 -- Advanced Immunobiology. (4) (Prereq: introductory immunology and one semester of biochemistry) Current concepts in immunologic recognition and response to antigen considering cells of the lymphoreticular system, their ontogeny, surface markers, and interactions. Immunoglobulins, their structure and functions. Non-immunoglobulin humoral factors and their role in immune responses and immunoregulation. Four lecture hours per week.
  • 710L -- Laboratory in Advanced Immunobiology. (2) (Prereq: The same as for MBIM 710--may be taken simultaneously) Exercises and experiments on isolation, purification, and characterization of antibodies, lymphocytes, and macrophages and their involvement in immunologic reactions and interactions. Two three-hour laboratories per week.
  • 720 -- Comprehensive Microbiology. (6) (Prereq: consent of the instructor) Fundamental and clinical principles of microbiology and immunology as they relate to bacteria, viruses, fungi, and parasites. Major areas include immune system (organismic, cellular, and molecular levels), host-parasite interactions and infectious diseases (morphology, biology, and epidemiology). Lectures, conferences, and laboratories.
  • 739 -- Medical Bacteriology. (3) (Prereq: consent of instructor) Description of bacterial structure and metabolism. How infectious agents cause disease, are identified and treated with chemotherapeutic agents. Comparison of diversity of host-pathogen interactions.
  • 740 -- Virology. (3) (Prereq: minimum of one semester of biochemistry and consent of the instructor) Description of viral structure, chemical composition, and replication; new concepts of the role of viruses in genetics, immunity, and cancer, as well as in acute and chronic infections. Three lecture hours per week.
  • 757 -- Special Topics in Microbiology and Immunology. (1, 2 or 3) (Prereq: consent of the instructor) An intensive consideration of topics of current interest in microbiology and immunology.
  • 780 -- Research in Microbiology and Immunology. (1-6) (Prereq: consent of instructor) A non-thesis course to provide training in laboratory techniques in specific areas of microbiology and immunology.
  • 801 -- Seminar in Microbiology and Immunology. (1-2)
  • 899 -- Dissertation Preparation. (1-12)

Neuropsychiatry and Behavioral Science (NPSY)

  • 755–Fundamentals of Psychiatric Rehabilitation. (3) Overview of current community-centered approaches to rehabilitation of persons with severe long-term mental illness. Emphasis placed on community-living problems, such as housing, social adjustment, supportive services, and employment.
  • 756–Vocational Implications of Psychiatric Disability. (3) (Prereq: NPSY 755) Further exploration of methodologies and techniques for reintegrating individuals with severe mental illness into the workplace.
  • 757–Psychopathology for Counselors. (3) Theoretical background for understanding causes, symptomatology, and preferred treatment approaches for disorders identified in DSM-IV, the standard reference of the American Psychiatric Association. Prepares students to diagnose and treat mental health conditions.
  • 758–Classification and Assessment of Mental Disorders. (3) (Prereq: NPSY 757) Classification of mental disorders using the DSM-IV, standard reference of the American Psychiatric Association, and the interpretation of formalized evaluations and appraisal techniques in achieving differential diagnoses.
  • 760–Addictions Rehabilitation. (3) Theory, treatment, and psychological aspects of addictions to alcohol and other drugs.
  • 761–Dual Diagnosis. (3) (Prereq: NPSY 757 and NPSY 760) Current research and models for rehabilitation of individuals with a substance abuse/dependency and other mental illness. Based on analyses of case studies.

Pathology (PATH)

  • 710 -- Neoplasia. (3) (Prereq: BIOL 340 and CHEM 232 or consent of instructor) Survey course covering a broad range of topics on cancer, including definition, causes, control of cancer growth, similarities and differences between malignant and normal cells, role of viruses and carcinogens, mechanisms of metastasis, oncogenes, role of nutrition, and principles of treatment.
  • 741A -- Pathology I. (4) (Prereq: consent of course instructor) Lecture, laboratory, and discussion of special topics covering basic principles of disease, neoplasia, infectious disease, genetic diseases, diseases of the blood forming organs. One semester. Students will not be allowed to receive credit for both PATH 741A and 741B.
  • 741B -- Pathology I. (4) (Prereq: consent of course instructor) Lecture, laboratory, and discussion of special topics covering basic principles of disease, neoplasia, infectious disease, genetic diseases, diseases of the blood forming organs, heart and lung. For students who are planning to take PATH 742, Pathology II. Students will not be allowed to receive credit for both PATH 741A and 741B.
  • 742 -- Pathology II. (4) (Prereq: PATH 741B) Lecture, laboratory, and discussion of special topics covering diseases of the digestive tract, endocrine system, nervous system, and skin and autoimmune diseases.
  • 760 -- Topics in Pathobiology. (1) (Prereq: PATH 741) Tutorial instruction in selected topics dealing with the molecular and cellular basis of disease. These topics may be drawn from the areas of inflammation, neoplasia, circulatory disturbances, medical genetics, infectious diseases, and cell injury and death.
  • 770 -- Seminar in Pathology. (1) (Prereq: PATH 741) Group discussion by students and faculty of current research articles in the area of disease mechanisms. May be taken four times for credit. (Pass-Fail grading)
  • 780 -- Research in Disease Mechanisms. (3-12) (Prereq: consent of the instructor) This is a non-thesis course to provide training in specific laboratory techniques in experimental pathology. May be repeated for credit. (Pass-Fail grading)
  • 899 -- Dissertation Preparation. (1-12)

Pharmacology, Physiology, and Neuroscience (PHPH)

  • 701–Physiology for Health Sciences. (6) Major organ systems with emphasis on basic physiological processes and control systems. Primarily for health sciences graduate students.
  • 703 -- Human Neuroanatomy. (3) (Prereq: permission of the instructor and chair of the department) Lecture, laboratory, and independent study devoted to the structure and function of the human nervous system. Emphasis on those features of the nervous system of contemporary research interest.
  • 705–Biomedical Pharmacology. (6) (Prereq: PHPH 701 or PHPH 720) Lectures and conference discussions covering principles of drug action; autonomic (adrenergic/cholinergic), cardiovascular, renal, central nervous system, endocrine and antimicrobial pharmacology, cancer chemotherapy, and toxicology.
  • 720–Graduate Physiology Lecture and Laboratory. (8) (Prereq: consent of instructor) Lecture, discussions, and laboratory covering: cell, muscle, respiratory, circulatory, gastrointestinal, metabolism, endocrinology, nervous system, and reproduction. Students will conduct physiology experiments to gain knowledge of experimental techniques and data collection.
  • 725–Autonomic Pharmacology. (3) (Prereq: graduate physiology, pharmacology, and biochemistry) Functional regulation of biosynthesis, release and reuptake of neurotransmitters as well as the role of transmitters in regulating physiological processes will be presented. Emphasis will be placed on experimental techniques used in this area of pharmacology.
  • 730 -- Special Topics in Neuroanatomy. (1-3) (Prereq: permission of the instructor and chair of the department) Advanced study of selected topics in neuroanatomy.
  • 735–Cardiovascular Pharmacology. (3) An in-depth examination of the cardiovascular system with an emphasis on hemodynamic principles, cardiac regulation, and the use of drugs in various pathological states of the mammalian heart.
  • 739–Drug Action on Ion Movements. (3) (Prereq: PHPH 705 or consent of instructor) The actions of several classes of drugs that alter ion movements in excitable tissues will be explored in depth with emphasis on models of drug actions and altered responses in hereditary and disease states.
  • 740 -- Neuroscience. (4) (Prereq: BMSC 754 or CHEM 754) Cellular and molecular principles of neurobiology and neuroscience topics from a research-oriented perspective.
  • 741 -- Special Topics in Neuroscience. (1-3) Tutuorial instruction and group discussion of select topics in neuroscience involving neuroendocrinology, neuropharmacology, developmental neurobiology, or neuropsychobiology.
  • 742 -- Neuroscience Seminar. (1) Presentation and group discussion of research articles in neuroscience. Focus on improvement of critical thinking and scientific writing skills, as well as development of research ideas.
  • 745–Neurophysiology. (3) (Prereq: consent of instructor) Generation and transmission of excitation in the mammalian nervous system. Integrated function of the nervous system with emphasis on interactions of autonomic, neuroendocrine, and behavioral mechanisms contributing to homeostatic regulation.
  • 750 -- Fundamental Neuroscience I. (4) Integrated foundation in neuroanatomical and neurophysiological principles from a research-oriented perspective.
  • 751 -- Fundamental Neuroscience II. (4) Integrated foundation in neurochemical and neuropharmacological principles from a research-oriented perspective. Includes aspects of molecular neuroscience and systems analyses.
  • 752 -- Neurobiology Basics Modules (A, B, C, D, E, F, G, H, I). (2) Each 5-week module provides fundamentals of particular aspects of neurobiology, including neuroanatomy, neurophysiology, neurochemistry, molecular neurobiology, and neuropharmacology, or skills necessary for research in neurobiology-related disciplines.
  • 752A -- Neurobiology Basics Module: Neuroanatomy. (2) (Prereq: consent of instructor) Principles of neuroanatomy necessary for research in neurobiology-related disciplines.
  • 752B -- Neurobiology Basics Module: Neurochemistry--Fundamental Concepts. (2) (Prereq: consent of instructor) Principlesrequired for understanding chemical and cellular processes in the nervous system.
  • 752C -- Neurobiology Basics Module: Neurochemistry--Advanced Concepts. (2) (Prereq: consent of instructor) In-depth analysis of neurochemical processes, signaling, and pathways in the nervous system.
  • 752D -- Neurobiology Basics Module: Neurophysiology. (2) (Prereq: consent of instructor) Principles required for understanding neurophysiological processes and integrated nervous system functions.
  • 752E -- Neurobiology Basics Module: Physiology for Neurobiologists. (2) (Prereq: consent of Instructor) Principles of physiological processes and the nervous system control of such processes.
  • 752F -- Neurobiology Basics Module: Neuropharmacology. (2) (Prereq: consent of instructor) Principles of neuropharmacology and how drugs act on the nervous system.
  • 752G -- Neurobiology Basics Module: Molecular Neurobiology. (2) (Prereq: consent of instructor) Principles related to cellular and molecular control of neurobiological processes.
  • 752H -- Neurobiology Basics Module: Quantitative Methods in Neurobiology. (2) (Prereq: consent of instructor) Principles for quantifying changes related to neurobiological research.
  • 752I -- Neurobiology Basics Seminar. (2) (Prereq: consent of instructor) Novel topics in neurobiology offered as the field progresses. Course may be repeated for up to 6 hours of credit.
  • 753 -- Neurobiology of Disease Modules (A, B, C, D, E, F). (2) Teamtaught, 5-week modules integrate the clinical, basic, technical, and ethical issues surrounding a specific neurobiological disease. Modules focus on researchoriented and literature-based approaches to the molecular, cellular, systems, and translational levels of the disease.
  • 753A -- Neurobiology of Disease Module: Stress, Anxiety Disorders, and the Amygdala. (2) (Prereq: Consent of Instructor) Teamtaught modules integrate the clinical, basic, technical, and social issues surrounding the neurobiological basis of anxiety. Research-oriented and literature-based approaches integrate the molecular, cellular, systems, and translational levels of stress, the amygdale, and anxiety disorders.
  • 753B -- Neurobiology of Disease Module: Stress, Depression, and Hippocampus. (2) (Prereq: Consent of Instructor) Team-taught modules integrate the clinical, basic, technical, and social issues surrounding the neurobiological basis of depression. Research-oriented approach integrates the molecular, cellular, systems, and translational levels of stress, the hippocampus, and depression.
  • 753C -- Neurobiology of Disease Module: Degenerative Diseases of Old Age. (2) (Prereq: Consent of Instructor) Team-taught modules integrate the clinical, basic, technical, and social issues surrounding the neurodegenerative diseases associated with aging. Research-oriented approaches integrate the molecular, cellular, systems, and translational levels of disorders such as Parkinsons, Alzheimers, and stroke.
  • 753D -- Neurobiology of Disease Module: Chronic Pain and Analgesia. (2) (Prereq: Consent of Instructor) Team-taught modules integrate the clinical, basic, technical, and social issues surrounding the neurobiological basis of pain. Research-oriented and literature-based approaches integrate the molecular, cellular, systems, and translational basis of chronic pain and its treatment.
  • 753E -- Neurobiology of Disease Module: Schizophrenia, Prefrontal Cortex, and Executive Function. (2) (Prereq: Consent of Instructor) Team-taught modules integrate the clinical, basic, technical, and social issues surrounding the neurobiological basis of disorders of cognition such as schizophrenia. Research-oriented approaches integrate the molecular, cellular, systems, and translational aspects of prefrontal cortex control of executive function and its role in schizophrenia.
  • 753F -- Neurobiology of Disease Module: Epilepsy. (2) (Prereq: Consent of Instructor) Team-taught modules integrate the clinical, basic, technical, and social issues surrounding the neurobiological basis of epilepsy. Research-oriented and literature-based approaches integrate the molecular, cellular, systems, and translational levels of seizure disorders and their treatment.
  • 760–Special Topics in Anesthesia. (1-3) Tutorial instruction in anesthesia.
  • 765–Special Topics in Pharmacology and Physiology. (1-3) Tutorial instruction in pharmacology and physiology.
  • 770–Seminar in Pharmacology and Physiology. (1-2) Group discussions by students and staff based on literature surveys and current research in pharmacology and physiology.
  • 772–Seminar in Anesthesia. (1-2) Group discussions by students and staff based on literature surveys and current research in anesthesia.
  • 775–Practicum in Nurse Anesthesia. (7) Supervised clinical practicum in nurse anesthesia.
  • 780–Research in Pharmacology and Physiology. (1-6) (Prereq: consent of instructor) Graduate research designed by student in conjunction with research advisory committee. (Pass-Fail grading)
  • 791–Principles of Anesthesia I. (5) Pre- and post-operative evaluation, principles, and techniques of anesthesia, and the use of the anesthesia machine, ventilators, and monitoring equipment used in the administration of anesthesia.
  • 792–Principles of Anesthesia II. (5) Continuation of PCOL 791. Anesthetic techniques for specialty surgery including neurological, cardiovascular-thoracic, pediatric, and obstetrical surgery.
  • 795–Physical-Chemical Basis of Anesthetic Action. (3) Physical and chemical concepts and their relationships to the principles of anesthesia. Includes the behavior of gases and the gas laws, chemical composition of anesthetic agents and drugs.
  • 797–Professional Aspects of Nurse Anesthesia. (3) An overview of the professional, practical, and educational issues of the practice of nurse anesthesia. Includes the history of anesthesia practice, psychological, and ethical issues, legal aspects of anesthesia practice, and current trends in anesthesia practice.
  • 798–Biomedical Sciences for Nurse Anesthesia. (3) Human anatomy, biochemistry, and pathological processes necessary for the practice of the health-related professions.
  • 899–Dissertation Preparation. (1-12)

Preventive Medicine (FPMD)

  • 710–Topics in Preventive Medicine. (2) (Prereq: M.D. or consent of the instructor) A seminar-format course for physicians and doctoral candidates in health science disciplines providing clinically oriented discussion of a range of topical issues in preventive medicine. (Pass-Fail grading)
  • 714–Nutrition and Women's Health. {=WOST 714} (3) An examination of the particular nutritional needs of women through the life cycle with emphasis on disease prevention and how nutrition is related to women's health and wellness.
  • 790–Independent Study. (1-3) Directed readings and discussion of topics related to preventive medicine, such as disability and maternal and child health.

Rehabilitation Counseling (RHAB)

  • 700 -- Introduction to Rehabilitation Counseling. (3) Origin, evolution, and future of the rehabilitation counseling profession. Role and functions, scope of practice, and practice settings of rehabilitation counselors.
  • 701 -- Rehabilitation Counseling Practice I. (3) Development of communication skills and ability to use counseling as a tool to help clients achieve their goals.
  • 702 -- Introduction to Rehabilitation Research and Assessment. (3) Foundations underlying research and assessment methodologies and their application to counseling. Research design, program evaluation, ethical principles in research, the scholarly research process, and statistical software packages.
  • 703 -- Psychosocial Aspects of Disability. (3) Theory, research, and practice which contribute to an understanding of disability; attitudes, psychological, and social factors.
  • 704 -- Ethics in Rehabilitation Counseling. (3) Examines contemporary ethical concerns and issues in rehabilitation counseling profession. The focus will be on attaining a level of applied ethical knowledge and awareness for master's-level professionals.
  • 705 -- Culture and Disability. (3) Concepts and procedures relating to disability and culture, covering relevant issues affecting racially and culturally diverse individuals with disabilities, as well as promoting sensitivity and competence.
  • 710 -- Medical Aspects of Rehabilitation. (3) (Prereq: RHAB 570) This course is concerned with imparting medical terminology, the muscular, skeletal, and neurological systems, and common diagnostic categories encountered in rehabilitation counseling. Understanding and utilization of symptomology, treatment, and other management aspects of physical medicine are emphasized. The major outcome is directed toward developing the counselor's ability to interpret medical information meaningfully to a plan of action for the client's rehabilitation.
  • 711 -- Rehabilitation Counseling Practice II. (3) (Prereq: RHAB 701) Individual counseling theory and technique applied to persons with a disability (emotional, psychosocial, mental, and physical) and disadvantaged persons.
  • 712 -- Occupational Analysis and Placement in Rehabilitation. (3) (Prereq: RHAB 700, RHAB 702) Sequential set of opportunities to acquire and apply knowledge, skills, and insights pertaining to the employment of persons with disabilities.
  • 713 -- Career Development and Counseling in Rehabilitation. (3) Career development theories and their relevance to persons with disabilities. Identification of values, interests, abilities, and methods for obtaining, organizing, and utilizing career information to enable career success.
  • 714 -- Rehabilitation Assessment. (3) (Prereq: RHAB 702) Vocational assessment instruments, methods, materials, and interpretation are applied to a variety of rehabilitation clients. Concepts, skill development, and application of vocational assessment.
  • 720 -- Group Counseling in Rehabilitation Settings. (3) (Prereq: RHAB 701) Principles and practice of group counseling applied to persons with a disability, or disadvantaged persons.
  • 730 -- Case Management and Community Resources in Rehabilitation. (3) Focuses on factors which facilitate or deter rehabilitation caseload movement. A detailed task analysis of case intake, case study, individualized written rehabilitation program planning, case services, and case closure within agency procedural regulations are emphasized.
  • 750 -- Technology and Exceptional Populations. {=EDEX 750} (3) The application of microcomputers and other technology in services for special populations. Case management, assessment, and instructional uses of technology are included.
  • 752 -- Disability and Sexuality. (3) Impact of major disabling conditions on sexual functioning; sex education and counseling of disabled persons.
  • 753 -- Rehabilitation of the Severely Disabled. (3) (Prereq: RHAB 700) Course examines the specialized knowledge and techniques required to rehabilitate persons with severe physical, mental-emotional, and social disabilities.
  • 754 -- Counseling and Death Education. (3) Counseling approaches with the terminally ill and surviving family members.
  • 880 -- Counseling Practicum I. (3) (Prereq: consent of instructor. Official application must be submitted at least one month before the end of the semester preceding enrollment.) Supervised counseling experience in an approved institution or agency.
  • 881 -- Counseling Practicum II. (3) (Prereq: Official application must be submitted at least one month before the end of the semester preceding enrollment.) A continuation of RHAB 880.
  • 883 -- Counseling Internship. (6-9) (Prereq: RHAB 880) Counseling experience will be gained in a work setting similar to that in which a counselor will eventually be employed.
  • 890 -- Independent Study. (1-3)