University Catalog
2020-2021
The Rush University Catalog is published as a guide for the faculty and
students of Rush University. The University reserves the right to add,
amend, delete or deviate from any specifications herein at any time
and to apply such changes to registered and accepted students. Policies
as stated in the catalog supersede policies in departmental student
handbooks. Students are responsible for reading the catalog and
acquainting themselves with the University policies and regulations
to which they are required to adhere. Additionally, students are
responsible for knowing the degree requirements relevant to their
majors and for enrolling in the courses satisfying those requirements.
Rush University believes the information contained herein is accurate as
of Aug. 28, 2020.
University Catalog 20202021
Table of Contents
About Rush
.................................................1
Welcome to Rush University .....................................2
Rush University Medical Center Mission, Vision and Values .......3
Mission .....................................................3
Vision .......................................................3
Core Values .................................................3
History of Rush University Medical Center .......................3
Renowned Patient Care .........................................3
Educating Future Health Care Providers .........................3
Committed to Community .......................................4
Rush University Mission, Vision and Values. . . . . . . . . . . . . . . . . . . . . . .4
Mission .....................................................4
Vision .......................................................4
Core Values .................................................4
History of Rush University .......................................4
The Seal of Rush University .....................................5
Student Characteristics .........................................5
University Oices ...............................................6
Oice of the Registrar .......................................7
Alumni Relations ............................................7
Oice of Institutional Eectiveness (OIE). . . . . . . . . . . . . . . . . . . . .7
Accreditations, Authorization and Licenses ......................8
Rush University .............................................8
Rush Medical College. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
College of Nursing ..........................................8
College of Health Sciences ..................................8
Graduate Medical Education .................................9
Continuing Education .......................................9
Research ....................................................9
Authorization ..................................................10
Licenses .......................................................10
Rush University Medical Center Memberships ...................10
Rush University Ailiated Colleges and Universities .............11
Hazardous Exposure Procedures ...............................11
Phone Numbers Students May Need ............................12
Leadership and Governance
............................13
Rush University Board of Governors ............................13
Rush University Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Rush University Medical Center Board of Trustees ..............14
Rush University Medical Center Leadership .....................15
Rush University System for Health Trustees .....................16
Rush University System for Health Oicers .....................16
Rush University Campus Information
& Student Resources ......................................17
Campus Information ............................................18
Medical Center and Facilities ...................................18
Center for Academic Excellence ................................18
Center for Clinical Wellness .....................................18
Center for Teaching Excellence and Innovation ..................19
Fitness Center .................................................19
Library and Archives ...........................................19
Matthews Rush University Bookstore .......................... 20
McCormick Educational Technology Center .................... 20
Media Services ................................................ 20
Oice of General Education Resources ......................... 20
Quick Copy Center .............................................21
Oice of International Student Services .........................21
Oice of Student Accessibility Services .........................21
Oice of Student Diversity and Multicultural Aairs .............22
Oice of Student Life and Engagement .........................22
Student Activities and Programming ............................22
Campus Housing ...............................................22
Career Development ...........................................23
Publications ...................................................23
Student Lounge ................................................23
Student Lockers ...............................................23
Student Organizations ........................................ 24
Voter Registration ............................................. 24
Rush Community Service Initiatives Program ................... 24
Rush Production Group. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Student Identification Cards ....................................25
Student Identity Access Management and Email Accounts ......25
University Facilities ........................................... 26
Worship Opportunities ........................................ 26
Rush University/Academic Policies
...................27
Academic Policies ..............................................28
Academic Honesty .........................................28
University Student Code of Conduct ........................28
Student Complaint Policy .................................. 30
Rush University Honor Code ................................31
Inappropriate Degree Usage ................................32
Continuous Enrollment/Active Student Status ...............32
Credit by Proficiency .......................................32
Academic Credit ...........................................33
Grade-Point Average ...................................... 34
Grade Report ............................................. 34
Graduation and Commencement ........................... 34
Grading and Numbering System ............................35
Thesis/Dissertation/Scholarly Project Requirements
for Graduation ............................................ 36
Health and Immunization Requirements .................... 36
Incomplete Grades .........................................37
Pass/No Pass Grading Option ...............................37
Repeated Courses ..........................................37
Room Reservations .........................................37
Students-at-Large ..........................................37
Accounts Transcripts from Previous Institutions ............ 38
Rush University Transcripts ............................... 38
Transfer Credit ............................................ 39
Enrollment .................................................... 39
Enrollment Status Definitions .............................. 39
Full-Time Status for Select Populations .................... 39
Registration ................................................... 40
Adding/Dropping Courses .................................40
Auditing a Course .........................................40
Course Schedule ..........................................40
Independent Study ........................................40
Registration Process .......................................41
Batch/Administrative Registration ..........................41
Withdrawal and Leave of Absence ..............................41
Administrative Withdrawal ..................................41
Voluntary Withdrawal ......................................41
Leave of Absence ......................................... 42
Returning From a Leave of Absence. . . . . . . . . . . . . . . . . . . . . . . . 42
Student Records .............................................. 42
Name, Address and Phone Number Changes ............... 42
Privacy and Confidentiality of Student Records and FERPA . 43
Institutional Policies ........................................... 45
Drug and Alcohol Free Workplace .......................... 45
Tobacco-Free Work Environment ..........................46
Diversity, Equal Opportunity and Inclusion ................. 46
University Student Refund Policy .......................... 48
Assumption of Risk for Students ...........................50
Academic Calendar
......................................52
Tuition and Financial Aid
...............................55
Oice of Financial Aairs ...................................... 56
Financial Appeals ......................................... 56
Payment of Tuition and Fees ............................... 56
Student Health Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Student Insurance Plan Rates for the 2020-2021
Academic Year .............................................57
Rush Medical College Students .............................57
Tuition Refund Policy .......................................57
Tuition Waivers ............................................57
Third-Party Billing ......................................... 58
Tuition Fee Schedule 2020-2021 ............................... 58
Admissions Fee ...........................................60
Enrollment Deposit ........................................60
Late Registration Fee ...................................... 60
Continuous Enrollment Fee ................................60
Returned Checks .......................................... 60
Rush Medical College Students and Tuition Charges ........ 60
Auditing a Course .........................................60
Oice of Student Financial Aid .................................60
Financial Aid Process ...................................... 60
Financial Aid Determination ................................61
Financial Aid Awards .......................................61
Veterans Benefits ..........................................61
Satisfactory Academic Progress ........................... 62
Financial Aid Warning .....................................64
Suspension of Financial Aid Eligibility ...................... 65
Appealing Suspension of Financial Aid Eligibility ........... 65
Reinstatement of Financial Aid Eligibility ................... 65
Educational Assistance Benefits ............................... 65
Employee Enhancement Program .......................... 65
Internal Degree Program .................................. 65
External Degree Reimbursement Program .................. 65
Internal Degree Program-Dependents ......................66
Rush Medical College
....................................67
Welcome to Rush Medical College ............................. 68
Rush Medical College Mission ................................. 69
Rush Medical College Vision ...................................69
Diversity and Inclusion Statement .............................69
Program Objectives ........................................... 69
Professionalism Statement and Standards ......................71
Graduation Requirements ......................................72
Admissions Requirements ......................................73
Prematriculation Recommendations and Competencies .........73
Criminal Background Check and Drug Screening ................73
Rush University Immunization Requirements ....................74
Technical (Non-Academic) Standards ...........................75
Doctor of Medicine: Academic Program .........................76
Academic Policies ..........................................76
Definition and Recording of Student Status .................76
Remedial Plans .............................................76
Dismissal from Rush Medical College. . . . . . . . . . . . . . . . . . . . . . . .77
Doctor of Medicine: Curriculum .................................79
Specialty Curriculum Programs ............................80
College of Nursing
........................................81
Welcome to the College of Nursing .............................82
College of Nursing Description ................................ 83
Mission ................................................... 83
Vision ..................................................... 83
Philosophy ................................................ 83
College of Nursing Diversity Statement ........................84
Programs ..................................................... 84
Admission Entry Points .................................... 84
Master’s Entry in Nursing (MSN) Clinical Nurse Leader
for Non-Nurses: Generalist Entry Master’s (GEM) ........... 84
Master of Science in Nursing (MSN) Leadership:
Clinical Nurse Leader for RNs .............................. 84
Doctor of Nursing Practice (DNP) ..........................84
Doctor of Philosophy in Nursing Science (PhD) ............. 85
College Admission Requirements .............................. 85
Admission/Application Guidelines .......................... 85
Program-Specific Requirements ........................... 86
Deadlines for Application .................................. 86
Technical Standards .......................................86
International Students ......................................87
Student Progression in the College of Nursing ................. 88
Academic Progression Policy .............................. 88
College of Nursing Committees ................................ 88
Faculty Senate ............................................88
Standing Committees ..................................... 88
Postgraduate and Postdoctoral Non-Degree Certificate. . . . . . . . .
89
Post-Graduate Advanced Practice Certificate Options ..........90
Postdoctoral Advanced-Practice Certificate Option .............91
Doctor of Nursing Practice .................................... 92
Doctor of Nursing Practice (BSN to DNP) Area of Focus:
Advanced Public Health Nursing ........................... 92
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Acute Care Pediatric Nurse Practitioner (AC PNP) .......... 94
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Adult-Gerontology Acute Care Clinical Nurse Specialist
(AGACCNS) ............................................... 96
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Adult-Gerontology Acute Care Nurse Practitioner
(AGACNP) ................................................98
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Adult-Gerontology Clinical Nurse Specialist (AGCNS) .....100
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Adult-Gerontology Primary Care Nurse Practitioner
(AGPCNP) ................................................102
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Family Nurse Practitioner (FNP) .......................... 104
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Neonatal Clinical Nurse Specialist (NCNS) ................ 106
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Neonatal Nurse Practitioner (NNP) ....................... 108
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Nurse Anesthesia (CRNA) .................................110
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Pediatric Clinical Nurse Specialist (PCNS) ..................112
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Pediatric Nurse Practitioner (PNP) .........................114
Doctor of Nursing Practice (BSN to DNP) Population/Role:
Psychiatric-Mental Health Nurse Practitioner (PMHNP) ....116
Doctor of Nursing Practice (MSN to DNP-APRN) Population/
Role: Acute Pediatric Care Nurse Practitioner (ACPNP) .....118
Doctor of Nursing Practice (MSN to DNP-APRN)
Population/Role: Adult-Gerontology Acute Care Nurse
Practitioner (AGACNP) ....................................120
Doctor of Nursing Practice (MSN to DNP-APRN)
Population/Role: Adult-Gerontology Primary Care Nurse
Practitioner (AGPCNP) ....................................122
Doctor of Nursing Practice (MSN to DNP-APRN)
Population/Role: Psychiatric-Mental Health Nurse
Practitioner (PMHNP) .....................................124
Doctor of Nursing Practice (MSN to DNP-non-APRN)
Area of Focus: Advanced Public Health Nursing ............126
Doctor of Nursing Practice (MSN to DNP-non-APRN)
Population/Role: Acute Care Pediatric Nurse Practitioner
(AC PNP) .................................................128
Doctor of Nursing Practice (MSN to DNP-non-APRN)
Population/Role: Adult-Gerontology Acute Care
Clinical Nurse Specialist (AGACCNS) ......................130
Doctor of Nursing Practice (MSN to DNP-non-APRN)
Population/Role: Adult-Gerontology Acute Care Nurse
Practitioner (AGACNP) ....................................132
Doctor of Nursing Practice (MSN to DNP-non-APRN)
Population/Role: Adult-Gerontology Primary Care Nurse
Practitioner (AGPCNP) ....................................134
Doctor of Nursing Practice (MSN to DNP-non-APRN)
Population/Role: Pediatric Nurse Practitioner (PNP) ........136
Doctor of Nursing Practice (MSN to DNP-non-APRN)
Population/Role: Psychiatric-Mental Health Nurse
Practitioner (PMHNP) .....................................138
Doctor of Nursing Practice (MSN to DNP) Area of Focus:
Transformative Leadership: Population Health ............. 140
Doctor of Nursing Practice (MSN to DNP) Area of Focus:
Transformative Leadership: Systems .......................142
Doctor of Nursing Practice (MSN to DNP) Population/Role:
Adult-Gerontology Clinical Nurse Specialist (AGCNS) ..... 144
Doctor of Nursing Practice (MSN to DNP) Population/Role:
Family Nurse Practitioner (FNP) .......................... 146
Doctor of Nursing Practice (MSN to DNP) Population/Role:
Neonatal Clinical Nurse Specialist (NCNS) .................148
Doctor of Nursing Practice (MSN to DNP) Population/Role:
Neonatal Nurse Practitioner (NNP) ........................150
Doctor of Nursing Practice (MSN to DNP) Population/Role:
Nurse Anesthesia (CRNA) .................................152
Doctor of Nursing Practice (MSN to DNP) Population/Role:
Pediatric Clinical Nurse Specialist (PCNS) ..................154
Doctor of Nursing Practice (MSN to DNP) Population/Role:
Pediatric Nurse Practitioner (PNP) .........................156
Nursing Science, PhD .........................................158
Master of Science in Nursing ................................. 160
Master of Science in Nursing: MSN Nursing Leadership
Program: Clinical Nurse Leader (CNL) ..................... 160
Master of Science in Nursing: Master’s Entry Level (MSN)
for Non-Nurses: Clinical Nurse Leader ......................162
College of Health Sciences
............................165
Welcome to the College of Health Sciences ....................166
Overview .....................................................167
Organization ..................................................167
Alumni Activities ..............................................167
Mission and Vision ............................................167
Mission ...................................................167
Vision .....................................................167
Admission Requirements ......................................168
Application Procedure .....................................168
TOEFL Policy .............................................168
Philosophy of General Education ..............................168
Academic Policies .............................................169
Examination Policy ........................................169
Readmission ..............................................169
Rush University Academic Policies .........................169
Student Professional and Community Service Requirement .169
Conduct and Ethics .......................................169
Scholastic Dishonesty and Cheating .......................170
HIPAA and Patient Privacy ................................170
Guide to Professional Conduct .............................170
Procedure for Unprofessional Conduct .....................171
Incidents in the Clinical Agency ............................172
Criminal Background Checks and Drug Testing .............172
Drug Testing ..............................................172
Procedures Implementating Academic Accommodation
for Students Seeking Accommodations ....................172
Student Government ......................................172
Release of Student Information ............................172
Student Academic Appeal and Grievance Procedures .......173
Addendum to the Academic Appeal and Grievance Process . 174
Committees ...................................................175
College of Health Sciences Academic Programs .
177
Cardiopulmonary Sciences ....................................178
Cardiovascular Perfusion (MS) .............................178
Respiratory Care - Professional Phase,
Two-Year Track (MS) ......................................181
RRT Advanced Standing (MS) .............................187
Communication Disorders and Sciences .......................191
Doctor of Audiology (AUD) ................................191
Speech-Language Pathology (MS) .........................197
Clinical Nutrition .............................................204
Clinical Nutrition (MS) ....................................204
Clinical Nutrition/Dietetic Internship (MS) .................209
Heath Sciences ...............................................214
Health Sciences (BS) ......................................214
Health Sciences (PhD) ....................................218
Health Systems Management .................................222
Health Systems Management (MS) ....................... 222
Medical Imaging Sciences ....................................229
Imaging Sciences (BS) ....................................229
Vascular Ultrasound and Technology (BS) ................. 235
Medical Laboratory Science ..................................239
Specialist in Blood Bank Technology (CP) .................239
Clinical Laboratory Management (BS) ......................241
Medical Laboratory Science (MS) .........................246
Occupational Therapy ........................................ 252
Occupational Therapy (OTD) .............................254
Physician Assistant Studies ..................................259
Physician Assistant Studies (MS) .........................259
The Graduate College
..................................263
Welcome to the Graduate College .............................264
The Graduate College: Mission, Vision and Philosophy .........265
Mission ..................................................265
Vision ....................................................265
Philosophy ...............................................265
The Graduate College: Program Organization .................265
Integrated Biomedical Sciences Doctor of
Philosophy Program ......................................265
Nursing Science Doctor of Philosophy Program ...........265
Health Sciences Doctor of Philosophy Program ............266
Integrated Biomedical Sciences Master’s of
Science Program .........................................266
Biotechnology Master’s of Science Program ...............266
Clinical Research Master’s of Science Program ............266
The Graduate College: Admission Requirements. . . . . . . . . . . . . . . 267
The Graduate College: Shared Curricula .......................268
The Graduate College: MS and PhD Degrees ..................268
Doctor of Philosophy .....................................268
Master of Science ........................................269
The Graduate College: Academic Policies .....................269
Examination Policy .......................................269
Pass/No Pass Grades ..................................... 269
Good Academic Standing ................................. 269
Academic Diiculty ......................................269
Dismissal ................................................269
Full-Time Enrollment .....................................270
Extension of Program ....................................270
Readmission .............................................270
Academic Progression ....................................270
Student Academic Appeals Policy ........................270
Academic Honesty and Student Conduct ..................271
Rush University Academic Policies .........................271
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2020-2021Rush University Catalog
The Graduate College Academic Programs
....... 273
Biotechnology (MS) ..........................................274
Clinical Research (MS) ....................................... 276
Integrated Biomedical Sciences (PhD) ........................ 278
Integrated Biomedical Sciences (MS) .........................285
Rush University Course Descriptions
..............289
About Rush
Welcome to Rush University
Rush University Medical Center Mission, Vision
and Values
History of Rush University Medical Center
Renowned Patient Care
Educating Future Health Care Providers
Committed to Community
Rush University Mission, Vision and Values
History of Rush University
The Seal of Rush University
Student Characteristics
University Oices
Oice of the Registrar
Alumni Relations
Oice of Institutional Eectiveness (OIE)
Accreditation, Authorization and Licenses
Rush University Medical Center Memberships
Rush University Ailiated Colleges and Universities
Hazardous Exposure Procedures
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Rush University Medical Center
Mission, Vision and Values
Mission
The mission of Rush is to improve the health of the
individuals and diverse communities we serve through the
integration of outstanding patient care, education, research
and community partnerships.
Vision
Rush will be the leading academic health system in the
region and nationally recognized for transforming health
care.
Core Values
I CARE
Innovation
Collaboration
Accountability
Respect
Excellence
These five values, known as our I CARE values, convey the
philosophy behind every decision Rush employees make.
Rush employees also commit themselves to executing these
values with compassion. This translates into a dedication —
shared by all members of the Rush community — to provid-
ing the highest quality patient care.
History of Rush University Medical
Center
Rush University Medical Center is one of Chicago’s old-
est health care organizations. Its heritage extends back
to 1837, when Rush Medical College was established. St.
Luke’s Hospital, founded in 1864, and Presbyterian Hospital,
founded in 1883, merged in 1956 to form Presbyterian-St.
Luke’s Hospital. The subsequent incorporation of these
pioneer institutions in 1969 created Rush-Presbyterian-St.
Luke’s Medical Center, which was renamed Rush University
Medical Center in 2003.
Rush is an academic health system comprising Rush
University Medical Center, Rush Copley Medical Center and
Rush Oak Park Hospital.
Renowned Patient Care
Rush University Medical Center encompasses a 675-bed
hospital serving adults and children, including the Johnston R.
Bowman Health Center, which provides medical and rehabili-
tative care to older adults and people with short- and long-
term disabilities.
It includes Rush’s 376-bed Tower hospital building, which
opened in 2012 as part of the Medical Center’s major campus
renovation. Rush’s commitment to sustainability innovation
earned the Tower LEED Gold certification. It is the largest new
construction health care project in the world to be LEED Gold
certified. Rush’s renovation also includes Rush’s Orthopedic
Building, which opened in 2010.
A unique combination of research and patient care has earned
Rush national rankings in seven specialty areas in U.S. News &
World Report’s 2018-19 America’s Best Hospitals issue, among
other recognitions of our quality of care and accreditations.
For the first time in its history, Rush University Medical
Center has earned a top spot on U.S. News & World Report’s
annual Best Hospitals Honor Roll. This year, Rush University
Medical Center holds the 17th spot among the nearly 3,000
U.S. hospitals evaluated, with 11 Rush programs ranked among
the nation’s best. Fewer than 5% of U.S. hospitals receive high
enough scores to rank nationally in even one specialty.
Our nurses are at the forefront of our eorts to provide quality
care, receiving Magnet status four times for making outstand-
ing nursing care the standard at the Medical Center. Rush
was the first hospital in Illinois serving adults and children to
receive Magnet status, the highest honor in nursing.
And some of the world’s best athletes trust themselves to the
hands of our physicians. Rush is proud to be the preferred
hospital for the Chicago Bulls and the Chicago White Sox.
Educating Future Health Care
Providers
Rush University is home to one of the first medical colleges
in the Midwest and one of the nation’s top-ranked nursing
colleges, as well as graduate programs in allied health, health
systems management and biomedical research. In addition,
the Medical Center oers many highly selective residency
and fellowship programs in medical and surgical specialties
and subspecialties. Rush’s unique practitioner-teacher model
for health sciences education and research gives students the
opportunity to learn from world-renowned instructors who
practice what they teach.
Welcome to Rush University
Rush University is dedicated to providing the highest quality health sciences
education and advancing scientific knowledge in health and health care.
Together, our four colleges — Rush Medical College, Rush University College of
Nursing, the College of Health Sciences and the Graduate College — are
educating the next generation of health care leaders and preparing them to
transform health care.
Because Rush University is fully integrated with a thriving health system, our
more than 2,700 students are oered an exceptional health sciences education
while being trained to provide the highest quality patient care and conduct
innovative research. Rush University System for Health attracts outstanding
scientists, physicians, nurses and health professionals who want to teach in an environment that
values active, hands-on learning, and celebrates scientific discovery and innovation.
Through practical and relevant training at Rush University Medical Center, one of the nation’s
leading academic medical centers, students prepare for the challenges they will face in their chosen
field. They also learn the importance of collaboration with health care professionals across all
disciplines. At Rush, students begin interprofessional education at the very start of their academic
program. Interprofessional collaboration leads to creative solutions, higher quality health care
and better outcomes.
I am glad you have chosen Rush University. Your education and your success are very important
to me, and to our faculty and administrators. If at any time you have a concern or a suggestion,
feel free to contact your dean or myself. All of us are here to support you.
Thank you for choosing Rush.
Sherine E. Gabriel, MD, MSc
President and the James A. Campbell, MD, Distinguished Service Professor, Rush University
Chief Academic Oicer, Rush University System for Health
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The motto, “ministrare per scientiam,” translated from Latin,
means to “minister (care for or serve) through scientific
knowledge.” The Board of Trustees adopted this in 1993 to
reflect the commitment to educate caring professionals whose
practice is based in knowledge. The shadow in the background
is the anchor cross, a symbol of hope and steadfastness, which
became the emblem of the merged Presbyterian and St. Luke’s
hospitals in 1957 and the foundation that created the vision for
Rush University. Superimposed on top is the stylized version
of the anchor cross that was adopted in 1971 upon the merger
of Rush Medical College and Presbyterian-St. Luke’s Hospital.
The final elements are Chicago, the city that is home to the
University, and the date of the University’s founding, 1972. The
Rush University Board of Overseers adopted the seal in 1999.
Student Characteristics
Statistics below are based on fall 2019 enrollment figures.
Fall 2018 Enrollment Men Women Total
Rush Medical College 290 263 553
College of Nursing 156 1,078 1,234
College of Health Sciences 156 591 747
The Graduate College 66 95 161
Non-Degree Seeking 9 51 60
Grand Total 2,755
Students by Race and Ethnicity Total
American Indian or Alaska Native 3
Asian 245
Black or African American 203
Hispanic 322
Native Hawaiian or Other Pacific Islanders 3
White 1,681
Two or More Races 51
Unknown 247
Total 2,755
Student Financial Aid Data %
Title IV Aid Recipients (total student body): 67%
Pell Grant Recipients (undergraduates only): 33%
The Seal of Rush University
The seal of Rush University is a
shield, a classic Greek symbol of
preservation and protection, and
also a medieval British emblem used
for identification. It recognizes the
University’s overarching commit-
ment to educating health profes-
sionals who preserve life and protect
patients. Its two colors, green and gold, merge the tradition
of the past with the custom of the present: Gold was the
single historical color of Rush Medical College, and green is
used for the modern Medical Center.
Committed to Community
In addition to patient care, education and research, Rush
maintains a strong commitment to the community. Many
students, faculty and sta at Rush generously donate their
time and skills both within and outside of our campus. Their
eorts include numerous health outreach projects in which
Rush collaborates with neighborhood clinics, churches,
schools and other organizations to provide health screen-
ings and vital health information for underserved children
and adults.
Our education and research endeavors, community service
programs and relationships with other hospitals are dedi-
cated to enhancing excellence in patient care for the diverse
communities of the Chicago area — now and in the future.
Rush University Mission, Vision
and Values
Mission
Rush University provides outstanding health sciences
education and conducts impactful research in a culture of
inclusion, focused on the promotion and preservation of the
health and well-being of our diverse communities.
Vision
The Rush learning community will be the leading health
sciences university committed to transforming health care
through innovative research and education.
Core Values
As the academic component of Rush University Medical
Center, the University shares the Medical Center’s core
values: innovation, collaboration, accountability, respect
and excellence. The I CARE values guide the eorts of Rush
University students, faculty, researchers and sta.
History of Rush University
Rush University is the academic component of Rush
University Medical Center. Founded in 1972, the University
has expanded from one college and fewer than 100 students
to four colleges and more than 2,700 students. It includes
Rush Medical College, Rush University College of Nursing,
the College of Health Sciences and the Graduate College.
Rush Medical College is named for Benjamin Rush, a
physician from Pennsylvania, and signer of the Declaration
of Independence. Rush Medical College was chartered in
1837 and opened oicially on Dec. 4, 1843, with 22 students
enrolled in a 16-week course. During the first century of
operation, more than 10,000 physicians received their train-
ing at Rush Medical College.
Rush Medical College was ailiated with the University of
Chicago from 1898 until 1942, when the medical college
temporarily suspended its educational program, though
it continued its corporate existence. Its faculty continued
undergraduate and graduate teaching of medicine and
the biological sciences as members of the faculty of the
University of Illinois. The charter of the medical college was
reactivated in 1969, when it became part of the Medical
Center. Rush Medical College reopened in 1971 with a class
of 66 first-year students and 33 third-year students. First-
year class size reached its projected maximum of 120 in
1976.
Rush University College of Nursing represents a com-
bined heritage dating back to the late 19th century when its
first antecedent, the St. Luke’s Hospital School of Nursing,
opened in 1885 to oer diploma education to nurses. In 1903,
the Presbyterian Hospital School of Nursing accepted its
first students. From 1956 to 1968, nurses were taught at the
merged Presbyterian-St. Luke’s Hospital School of Nursing.
Before the establishment of the College of Nursing in 1972,
more than 7,000 nurses had graduated from these three
schools.
The College of Health Sciences, established in 1975, traces
its origins to the School of Medical Technology sponsored
by Presbyterian-St. Luke’s Hospital from 1959 to 1972. This
school was the second-largest of its kind in the city of
Chicago. During its operation, it provided a one-year profes-
sional internship program to more than 200 baccalaureate
students in medical technology. Today the College of Health
Sciences oers doctoral programs in audiology and health
sciences, 10 programs at the master’s level, and bachelor’s
programs in health sciences, imaging sciences and vascular
ultrasound technology.
The Graduate College was established as a separate aca-
demic unit in January 1981, having previously been orga-
nized as the Graduate School within the College of Health
Sciences. The Graduate College is responsible for educa-
tional eorts in the basic sciences and oers three master’s
degree programs and one doctoral degree program.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
University Oices
Oice of the Provost
The provost is the chief
operating oicer of the
University, committed to
advancing our mission
through outstanding
health sciences education
and impactful research
in a culture of inclusion,
health promotion and
diversity, while uphold-
ing the University core
values of innovation, col-
laboration, accountability,
respect and excellence.
Responsible for strategic
planning and execution,
the provost provides
leadership for core University functions and creates path-
ways for achieving goals for the academy. One of these goals
is the financial well-being of the University, which is tied into
the role of the chief finance and business oicer, responsible
not only for the financial stability of the organization but
also ensuring the availability of resources to achieve the
mission. The provost works with the finance oicer to craft
strategic business alliances to enhance the opportunities for
learning available to our students.
In addition to the CBFO, the provost oversees four vice pro-
vosts who are in charge of student aairs, academic aairs,
faculty aairs and research.
The vice provost of student aairs is the chief student
aairs oicer and oversees the student experience. This
includes leadership for the administration, development,
assessment and enhancement of student services, consis-
tent with the University’s mission and goals. The vice pro-
vost of student aairs is responsible for the following areas:
student life activities, counseling, enrollment management,
student diversity, records and registration, student financial
aid, international students, housing, disability services, title
IX, health insurance and university facilities. The student
aairs oice is designed to help you navigate through the
complexities of being a student and will always have your
success in mind.
The vice provost for academic aairs supports the academic
programs of Rush University and assures that the University
is accredited by the Higher Learning Commission and other
accreditation bodies that oversee and regulate our academic
programs. The vice provost for academic aairs works with
the provost and other campus leaders in providing leader-
ship for colleges, academic departments and academic
degree programs. Academic aairs advances the University’s
academic priorities, supports interprofessional and cross-
college educational initiatives, coordinates development and
assessment of academic programs and curricula, identifies
and implements eective teaching strategies and tech-
nologies, and supports faculty with assessment of student
learning outcomes. In addition to assuring institutional
eectiveness, the vice provost of academic aairs oversees
the University library, the Center for Academic Excellence,
the Center for Teaching Excellence and Innovation, the
Simulation Center, Interprofessional Education and the
anatomy lab.
The vice provost for faculty aairs is responsible for sup-
porting the high quality of the faculty so that every oppor-
tunity is available to our students for a superb learning
experience. Faculty aairs oers a full range of support for
faculty by providing faculty development and mentoring,
faculty recruitment, onboarding, promotions and retention,
while advancing diversity. In addition to faculty manage-
ment, the vice provost of faculty aairs oversees Global
Health and the Center for Innovative LifeLong Learning
(CILL), a new center at Rush developed to provide seamless
continuing education for all health disciplines, and enable
the many learning modalities and topics needed for licensing
and license renewals. Familiarity with CILL will help maintain
your commitment to lifelong learning and your connection to
Rush after you graduate and join the ranks of Rush alumni.
The vice provost for research is responsible for the oversight
and integrity of all research performed, reported and pub-
lished from Rush University. The vice provost for research
serves as the organizational oicer, linking the research
enterprise and University to NIH. The vice provost oversees
laboratory research, clinical trials and translational research,
the Oice of Research Aairs, grants administration, team
science, community research and large collaborative grant
eorts. The strong research administration at Rush provides
students with limitless possibilities for success in research-
related health care fields and aords opportunities to
explore research as a career path.
Oice of the Registrar
The Oice of the Registrar supports the academic mission
of the University by facilitating the transition of students
from matriculation to degree completion; creating, interpret-
ing and enforcing academic and administrative policies and
procedures; overseeing the Family Educational Rights and
Privacy Act of 1974 (FERPA); scheduling all classroom space
in the Armour Academic Center and academic testing in the
Triangle Oice Building; fulfilling transcript and credential-
ing/licensing requests; and providing accessible, reliable,
responsive and courteous personal services and support
that meet the diverse needs of the University’s students,
faculty, sta, administration and alumni. More information
about the Oice of the Registrar is available at www.rushu.
rush.edu/registrar.
Alumni Relations
The Oice of Alumni Relations is located in the Rush East
Building, Suite 300, at 1201 W. Harrison St. Though the leg-
acy of a Rush education dates back to 1837, Rush University
is a relatively young institution. Since the University’s
inception in 1972, it has conferred more than 20,000 degrees
in the health professions. The Oice of Alumni Relations
provides channels for Rush Medical College, the College
of Nursing, the College of Health Sciences, the Graduate
College and our predecessor school alumni as well as former
Medical Center house sta to stay connected to Rush as
follows:
• Remain informed of current developments at the
University and Medical Center
• Develop an active interest in and involvement with their
alma mater
• Maintain contact with fellow alumni and faculty
• Take advantage of continuing education opportunities
oered through Rush University
• Respond positively through both financial and philosoph-
ical support
• Promote and perpetuate the high standards of excellence
in patient care, education and scientific advancement
consistent with the objectives of Rush University Medical
Center
At this time, the following formally organized active alumni
associations exist for Rush University graduates:
• The Rush Medical College Alumni Association
• The Rush-Presbyterian-St. Luke’s Nurses Alumni
Association
• Rush University Health Systems Management Alumni
Association (HSMAA)
For more information concerning Rush University alumni
associations, programs and events, contact the Oice of
Alumni Relations at (312) 942-7199 or [email protected], or
visit the alumni webpage at www.rushu.rush.edu/alumni.
Oice of Institutional Eectiveness (OIE)
Rush University’s Oice of Institutional Eectiveness (OIE)
provides leadership and support in the area of institutional
research, accreditation, academic planning, assessment and
regulatory mandates.
The OIE fulfills its mission in the following ways:
• Provides comprehensive information to support institu-
tional planning, policy formation, decision-making and
evaluation of eectiveness
• Coordinates responses to external accountability man-
dates and a wide range of internal and external requests
for information about the university
• Provides guidance and coordination support for campus-
wide and unit-level assessment of academic programs
and administrative processes to support the university’s
quality improvement eorts
• Guides and facilitates the process of reairmation of
accreditation and substantive change reporting
• Provides evidence of institutional eectiveness
Susan L. Freeman, MD, MS
Provost
The Robert C. and Naomi T. Borwell
Presidential Chair
Senior Vice President, Rush
University System for Health
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Physician Assistant (MS)
Accreditation Review Commission on Education for the
Physician Assistant
12000 Findley Road, Suite 275
Johns Creek, GA 30097
(770) 476-1224
www.arc-pa.org
Respiratory Care (MS)
Commission on Accreditation for Respiratory Care
1248 Harwood Road
Bedford, TX 76021
(817) 283-2835
www.coarc.com
Religion, Health and Human Values
(MA and Certificate CPE)
Association for Clinical Pastoral Education
One West Court Square, Suite 325
Decatur, GA 30030
(404) 320-1472
www.acpe.edu
Vascular Ultrasound (BS)
Joint Review Committee on Education in Diagnostic
Medical Sonography
6021 University Blvd., Suite 500
Ellicott City, MD 21043
(443) 973-3251
www.jrcdms.org
Graduate Medical Education
Graduate Medical Education
Accreditation Council of Graduate Medical Education
401 N. Michigan Ave., Suite 2000
Chicago, IL 60611
(312) 755-5000
www.acgme.org
Continuing Education
Continuing Education (Medical)
Accreditation Council for Continuing Medical Education
401 N. Michigan Ave., Suite 1850
Chicago, IL 60611
(312) 527-9200
www.accme.org
Continuing Education (Nursing)
American Nurses Credentialing Center
American Nurses Association
8515 Georgia Ave., Suite 400
Silver Spring, MD 20910
(800) 284-2378
www.nursingworld.org/ancc
Continuing Education (Social Work, Physical Therapy,
Psychology)
Illinois Department of Financial and Professional
Regulation
100 W. Randolph St., Ninth Floor
Chicago, IL 60601
(888) 473-4858
www.idfpr.com
Continuing Education (Pharmacy)
Accreditation Council for Pharmacy Education
135 S. LaSalle Street, Suite 4100
Chicago, IL 60603
(312) 664-3575
www.acpe-accredit.org
Research
Human Subject Research
Association for the Accreditation of Human Research
Protection Programs
3720 S. Flower St., Third Floor
Los Angeles, CA 90089
(213) 821-1154
oprs.usc.edu/policies-and-procedures/aahrpp
U.S. Food and Drug Administration
10903 New Hampshire Ave.
Silver Spring, MD 20993
(888) 463-6332
www.fda.gov
Oice for Human Research Protections
1101 Wootton Parkway, Suite 200
Rockville, MD 20852
(240) 453-6900
www.hhs.gov/ohrp
Oice for Civil Rights
U.S. Department of Health and Human Services
233 N. Michigan Ave., Suite 240
Chicago, IL 60601
(800) 368-1019
www.hhs.gov/ocr/index.html
Accreditation, Authorization
and Licenses
Rush University
Higher Learning Commission
230 S. LaSalle St., Suite 7-500
Chicago, IL 60604
(800) 621-7440
www.hlcommission.org
Illinois Board of Higher Education
1 N. Old State Capitol Plaza, Suite 333
Springfield, IL 62701
(217) 782-2551
www.ibhe.org
Illinois Board of Higher Education has authorized all degree
programs oered through Rush University.
Rush Medical College
Medicine, MD
Liaison Committee on Medical Education
655 K St. NW, Suite 100
Washington, DC 20001
(202) 828-0596
www.lcme.org
College of Nursing
Nursing (MNS, DNP, Post-graduate certificate)
655 K St. NW, Suite 750
Washington, DC 20001
(202) 887-6791
www.aacn.nche.edu/ccne-accreditation
Nurse Anesthesia, DNP
Council on Accreditation of Nurse Anesthesia
Educational Programs
222 S. Prospect Ave.
Park Ridge, IL 60068
(847) 655-1160
home.coa.us.com
College of Health Sciences
Audiology (AuD); Speech-Language Pathology (MS)
The Council on Academic Accreditation in Audiology
and Speech-Language Pathology
American Speech-Language-Hearing Association
2200 Research Blvd., Suite 310
Rockville, MD 20850
(800) 498-2071
caa.asha.org
Blood Bank Technology (certificate)
Commission on Accreditation of Allied Health
Education Programs
25400 US Highway 19 North, Suite 158
Clearwater, FL 33763
(727) 210-2350
(727) 210-2354
www.caahep.org
Dietetic Internship; Clinical Nutrition (MS)
Accreditation Council for Education in Nutrition
and Dietetics
120 S. Riverside Plaza, Suite 2190
Chicago, IL 60606
(312) 899-0040 ext. 5400
www.eatright.org
Health Systems Management (MS)
Commission on Accreditation of Health Care Management
Education
Health Systems Management (MS) Commission on
Accreditation of Health Care Management Education
6110 Executive Blvd., Suite 614
Rockville, MD 20852
(301) 298-1820
www.cahme.org
Medical Laboratory Science (MS)
National Accrediting Agency for Clinical Laboratory
Sciences
5600 N. River Road, Suite 720
Rosemont, IL 60018
(773) 714-8880
www.naacls.org
Occupational Therapy (MS & OTD)
Accreditation Council for Occupational Therapy Education
of the American Occupational Therapy Association
6116 Executive Boulevard, Suite 200,
North Bethesda, MD 20852-4929
(301) 652-2682 or (301) 652-AOTA
www.acoteonline.org
Perfusion Technology (MS)
Accreditation Committee - Perfusion Education
552 West Jamison Place
Littleton, CO 80120
(303) 794-6283
www.ac-pe.org
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Rush University Ailiated Colleges
and Universities
The following colleges and universities have programs that
are ailiated with one or more academic program at Rush
University:
Benedictine University, Lisle, Illinois
Carleton College, Northfield, Minnesota
Claflin University, Orangeburg, South Carolina
Concordia University, River Forest, Illinois
Cornell College, Mount Vernon, Indiana
Dominican University, River Forest, Illinois
Eureka College, Eureka, Illinois
Fisk University, Nashville, Tennessee
Illinois College, Jacksonville, Illinois
Knox College, Galesburg, Illinois
Lake Forest College, Lake Forest, Illinois
Lawrence University, Appleton, Wisconsin
Lewis University, Romeoville, Illinois
Monmouth College, Monmouth, Illinois
North Central College, Naperville, Illinois
Northeastern Illinois University, Chicago, Illinois
Ripon College, Ripon, Wisconsin
Spelman College, Atlanta, Georgia
St. Norbet College, De Pere, Wisconsin
Wheaton College, Wheaton, Illinois
Xavier University Of Louisiana, New Orleans, Louisiana
Hazardous Exposure Procedures
Exposure Incident Definition: Eye, mouth, mucous mem-
brane, non-intact skin contact or parenteral exposure to
blood or potentially infectious or hazardous materials that
result from the performance of a duty related to a student’s
educational program.
Hazardous Exposure Procedure at Rush University
Medical Center
1. Wash injured area with soap and water. Use water only for
the eyes, nose or mouth.
2. Immediately report the incident to your preceptor,
supervisor and/or course instructor. Do not complete the
employee injury report.
3. Immediately call, and then report to, Employee and
Corporate Health Services, or ECHS, during regular hours
(Monday - Friday, 7:30 a.m. to 4 p.m.), Room 475, fourth
floor of the Atrium, 1650 W. Harrison St., (312) 942-5878
for blood/body fluid exposures only. People who are
exposed to hazardous materials or other injuries should
report to the Emergency Department, or ED, and follow
up with a health care provider. Medical students should
follow up with Lifetime Medical Associates.
4. If ECHS is closed, immediately report to the ED, first floor
of the Tower, 1620 W. Harrison St., (312) 947-0100. Please
bring your student ID or indicate that you are a student
and not an employee. If a student is seen in the ED, they
must report to ECHS the next business day. Medical stu-
dents should follow up with Lifetime Medical Associates.
5. Supply the ECHS or ED nurse or physician with the fol-
lowing information on the source: name, date of birth,
medical record number, known medical diseases (e.g. hep-
atitis B, HIV) and patient room number. All information is
recorded confidentially in the Blood/Body Fluid Exposure
Record.
6. If the incident occurs in the OR, have personnel draw two
red top tubes on source, label them with source informa-
tion and take them to the ECHS or ED. Students will be
counseled or treated as deemed appropriate by ECHS or
ED personnel.
7. Follow up with ECHS as directed for follow-up lab work
and treatment as indicated. Only medical students will
follow -up with Lifetime Medical Associates (LMA).
8. If you are not on Rush’s main campus, follow the protocol
at your facility. If directed to the Rush ED, bring source
patient information (No. 4) and source blood in two red
top tubes with source information. Email RU.Report_
[email protected] with the exposed student’s name,
college, course, date, time and details of exposure for
follow-up and billing. Follow-up care should be received at
ECHS or Lifetime Medical Associates.
Animal Subject Research
U.S. Department of Agriculture
1400 Independence Ave., S.W.
Washington, DC 20250
(202) 720-2791
www.usda.gov
Oice of Laboratory Animal Welfare
RKL 1, Suite 360, MSC 7982
6705 Rockledge Drive
Bethesda, MD 20892
(301) 496-7163
olaw.nih.gov
Association for Assessment and Accreditation of
Laboratory Animal Care
5205 Chairman’s Court, Suite 300
Frederick, MD 21703
(301) 696-9626
www.aaalac.org
Authorization
The Illinois Board of Higher Education has authorized all
degree programs oered through Rush University.
Illinois Board of Higher Education
1 N. Old State Capital Plaza, Suite 333
Springfield, IL 62701-1377
(217) 782-2551
(217) 782-8548 (Fax)
www.ibhe.state.il.us
Rush University participates in the State Authorization
Reciprocity Agreement (SARA). SARA is overseen by a
National Council and administered by four regional
education compacts (Midwestern Higher Education
Compact, New England Board of Higher Education,
Southern Regional Education Board and Western
Interstate Commission for Higher Education)
Licenses
State of Illinois
Department of Public Health
Cook County Board of Health
Rush University Medical Center
Memberships
Rush University Medical Center belongs to the following
organizations:
Association of American Medical Colleges
American Association of Colleges of Nursing
Federation of Independent Illinois Colleges and Universities
Association of Schools of Allied Health Professions
Association of University Programs in Health Administration
National League for Nursing
Association for Health Services Research
American Hospital Association
Illinois Hospital Association
Voluntary Hospitals of America
Metropolitan Chicago Health Care Council
Blue Cross/Blue Shield Health Care Service Corp.
Council of Graduate Schools
Midwestern Association of Graduate Schools
Illinois Association of Graduate Schools
Association for Clinical Pastoral Education
Association of Bioethics Program Directors
Council of Academic Programs in Communication Disorders
and Sciences
Interuniversity Consortium for Political and Social Science
Physician Assistant Education Association
Illinois Academy of Physician Assistants
American Academy of Physician Assistants
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Phone Numbers Students May Need:
Rush University Counseling Center
(312) 942-3687
Rush University Medical Center Campus Security
(312) 942-5678
Rush University Medical Center Emergency Room
(312) 942-0100
Rush University Medical Center Employee and Corporate
Health Services
(312) 942-5878
Rush Hotline
(877) 787-4009
Oice of Medical Student Programs
(312) 942-6915
Lifetime Medical Associates
(312) 942-8000
Crisis Lines:
Chicago Police Department
911
National Suicide Hotline
(800) 273-8255
YWCA Rape Crisis Hotline
(888) 293-2080
Alcoholics Anonymous 24-Hour Hotline
(312) 346-1475
Narcotics Anonymous 24-Hour Hotline
(708) 848-4884
Northwestern Memorial Hospital 24-Hour Hotline
(312) 926-8100
Domestic Violence Helpline (City of Chicago)
(877) 863-6338
Sarah’s Inn Hotline (domestic violence)
(708) 386-4225
Leadership and Governance
Rush University
Board of Governors
Carole Browe Segal
Chair
Robert A. Wislow
Vice Chair
Matthew F. Bergmann
Frederick M. Brown Jr., DNP
Alyson Coates
Ann Watson Cohn, EdD
Lewis M. Collens
Ayaat Dahleh
Sherine E. Gabriel, MD (ex oicio)
Marcie B. Hemmelstein
Mark Kaufman
Kenneth H. M. Leet
Richard E. Melcher, MD
Karl A. Palasz
John J. Sabl, JD
Juan Salgado
Carl W. Stern
Michael W. Urbut
Barbara Jil Wu, PhD
Honorary Governors
William G. Brown
Cyrus F. Freidheim Jr.
Marvin J. Herb
Abby McCormick O’Neil
Michael Simpson
Rush University Leadership
Sherine E. Gabriel, MD, MSc
President, Rush University
Susan Freeman, MD, MS
Provost, Rush University
Badrinath Konety, MBBS, MBA
Dean, Rush Medical College
Barbara A. Swanson, PhD, RN,
FAAN, ACRN
Acting Dean, College of Nursing
Charlotte B. Royeen, PhD
Vice President; Dean, College of Health Sciences
Andrew J. Bean, PhD
Vice President; Dean, Graduate College;
Interim Vice Provost, Research
Susanna G. Chubinskaya, PhD
Vice Provost, Faculty Aairs
David Katz, PhD
Vice Provost, Academic Aairs;
Chief Knowledge Oicer
Gayle B. Ward, JD
Vice Provost, Student Aairs
David A. Ansell, MD
Associate Provost, Clinical Aairs
Alan Landay, PhD
Assistant Provost, Team Science
Martha Clare Morris, ScD
Assistant Provost, Community Research
Ryan Nagdeman
Associate Vice President, Marketing and
Communications
Brenda L. Weddington, MEd
Chief Enrollment Management Oicer and
University Registrar
Sharon D. Gates, MA
Senior Director, Community Engagement
John McClatchy
Senior Director, Medical Aairs
Mai Aly, MEd
Director, Records and Registration
Scott Thomson, MLIS
Director, Library of Rush University
Medical Center
Rebecca Darmoc, MS
Director, Marketing
Jill Gable, MBA
Director, Student Financial Aid
Chris Kanakis
Director, University Facilities
David J. Nelson, MBA
Director, University Systems and Operations
Kapula Patalinghug, MM
Director, Administrative Operations
Angela Velez-Solic, PhD
Director, Instructional Design and Learning
Innovation
Marie S. Ferro-Lusk, MBA, MSW, LSW
Director, Student Accessibility Services
Michael J. Kremer, PhD
Co-Director, Rush Center for Clinical Skills
and Simulation
Michelle Sergel, MD
Co-Director, Rush Center for Clinical Skills
and Simulation
14 15
2020-2021 2020-2021Rush University Catalog Rush University Catalog
General Trustees
Kapila K. Anand
Matthew F. Bergmann
Matthew J. Boler
John L. Brennan
Peter C. B. Bynoe
Karen B. Case
Adela Cepeda
Alison L. Chung
Karen Jaee Cofsky
Ann Watson Cohn, EdD
E. David Coolidge III
Kelly McNamara Corley
Susan Crown
James W. DeYoung
William A. Downe
Christine A. Edwards
Francesca Maher Edwardson
Peter M. Ellis
Charles L. Evans, PhD
Larry Field
Robert F. Finke
William J. Friend
H. John Gilbertson
William M. Goodyear
Sandra P. Guthman
David C. Habiger
William J. Hagenah
Christie Hefner
Marcie B. Hemmelstein
Jay L. Henderson
Marvin J. Herb
John W. Higgins
John L. Howard
Ron Huberman
William T. Human Jr.
Kip Kirkpatrick
Thomas E. Lanctot
Omar B. Lateef, DO
Sheldon Lavin
Kenneth H. M. Leet
Susan R. Lichtenstein
Pamela Forbes Lieberman
Todd W. Lillibridge
Paul E. Martin
Gary E. McCullough
Roger S. McEniry
Andrew J. Mills
Wayne L. Moore
William A. Mynatt Jr.
Martin H. Nesbitt
Michael J. O’Connor
William H. Osborne
Tonise Paul
Aurie A. Pennick
Sheila A. Penrose
Perry R. Pero
Stephen N. Potter
José Luis Prado
Stephen R. Quazzo
Eric A. Reeves
John W. Rogers Jr.
Joan S. Rubschlager
John J. Sabl
John F. Sandner
E. Scott Santi
Gloria Santona
Carole Browe Segal
Alejandro Silva
David H. B. Smith Jr.
Russell P. Smyth
Jennifer W. Steans
Joan E. Steel
Carl W. Stern
Frank J. Techar
Paul W. Theiss
Shundrawn A. Thomas
Charles A. Tribbett III
Pallavi Verma
Thomas J. Wilson
Robert A. Wislow
Barbara Jil Wu, PhD
Samuel Yagan
Annual Trustees
Debra Beck
Frederick M. Brown Jr., DNP
Christopher L. Coogan, MD
Catherine A. Dimou, MD
Justin Ishbia
The Rt. Rev. Jerey D. Lee
Cindy Nicolaides
Karen C. Reid
Carole W. Streicher
Kenneth J. Tuman, MD
Edward J. Ward, MD
Marilyn K. Wideman, DNP
Life Trustees
Mrs. Bowen Blair
William G. Brown
W. H. Clark
Robert J. Darnall
Thomas A. Donahoe
Bruce W. Duncan
W. James Farrell
Marshall Field
John P. Frazee Jr.
Cyrus F. Freidheim Jr.
Richard W. Gochnauer
Larry Goodman, MD
Joan M. Hall
William K. Hall
Leo M. Heniko, MD
Mrs. Edward Hines
Thomas R. Hodgson
Edgar D. Jannotta
John E. Jones
John P. Keller
Herbert B. Knight
Fred A. Krehbiel
Vernon R. Loucks Jr.
Donald G. Lubin
John W. Madigan
Robert A. Mariano
Robert S. Morrison
Abby McCormick O’Neil
Maribeth S. Rahe
Sheli Z. Rosenberg
Patrick G. Ryan
The Hon. Anne O. Scott
Michael Simpson
Harold Byron Smith Jr.
S. Jay Stewart
Bide L. Thomas
Richard L. Thomas
John R. Willis
Rush University Medical Center Board of Trustees
Aney Abraham
Vice President, Patient Care Services
Bryant A. Adibe, MD
Vice President and Chief Wellness Oicer
Cynthia E. Boyd, MD
Vice President and Chief Compliance Oicer
Peter Briechle, PhD
Vice President, Philanthropy Programs
and Services
Paul Casey, MD
Acting Chief Medical Oicer
Edward W. Conway
Vice President, Clinical Aairs for
Administration and Finance
Melissa Coverdale
Vice President, Finance
Wendy Cox-Largent
Vice President, Chief Financial Oicer,
Rush University Medical Group
Deval Daily
Vice President, Chief Administrative Oicer,
Neurosciences – Cardiac Service Line
Bruce M. Elegant
Vice President, Hospital Operations;
President and Chief Executive Oicer,
Rush Oak Park Hospital
Darlene Oliver Hightower, JD
Vice President, Community Health Equity
Bala Hota, MD
Vice President and Chief Analytics Oicer
Kate H. Jones
Vice President, Strategic Planning,
Marketing and Communications
Kerem Korkmaz
Vice President, Patient Care Services
Michael E. LaMont
Vice President, Facilities Management
Shonda Morrow
Vice President, Patient Care Services
Patricia S. O’Neil
Vice President and Treasurer; Acting Chief
Financial Oicer
Hiten Patel, PhD
Vice President, Chief Product Oicer
Anthony J. Perry, MD
Vice President, Ambulatory Transformation
Paola Pescara
Vice President, Strategic Outreach
Terry Peterson
Vice President, Corporate and External Aairs
Stanley Quincy
Vice President, Hospital Operations
Robert Spadoni, JD
Vice President, Chief Operating Oicer,
Rush Oak Park Hospital
Janet Stifter
Vice President, Perioperative and
Interventional Services
Jeremy E. Strong
Vice President, Supply Chain
Katie Conklin Struck, JD
Vice President and Chief Administrative
Oicer, Oncology Service Line
Kelly Sullivan
Deputy General Counsel and Chief Risk Oicer
Denise N. Szalko
Vice President, Revenue Cycle
Thomas P. Wick
Vice President, Principal and Major Gifts,
Philanthropy
Alex D. Wiggins
Vice President and Chief Investment Oicer
James Wilson
Vice President, Financial Planning, Budget
and Decision Support
Justin T. Johnson
Assistant Secretary
Carolyn Reed
Assistant Secretary
Mariella, Merce
Assistant Treasurer
Rush University Medical Center Leadership
Susan Crown
Chairman of the Board
Peter C. B. Bynoe
Vice Chair
James W. DeYoung
Vice Chair
Christine A. Edwards
Vice Chair
William M. Goodyear
Vice Chair
Stephen N. Potter
Vice Chair
Omar B. Lateef, DO
Chief Executive Oicer and President
Sherine E. Gabriel, MD
President, Rush University
Wayne E. Keathley
Executive Vice President and Chief
Operating Oicer
David A. Ansell, MD
Senior Vice President, Community
Health Equity
Carl T. Bergetz, JD
Senior Vice President, Legal Aairs and
General Counsel
Susan L. Freeman, MD
Senior Vice President and Provost, Rush
University
Richa Gupta, MBBS
Senior Vice President and Chief Operating
Oicer, Rush University Medical Group
Courtney Kammer
Senior Vice President, Human Resources
Badrinath Konety, MBBS
Senior Vice President and Dean, Rush
Medical Colleges
Diane M. McKeever
Senior Vice President, Philanthropy, Chief
Development Oicer and Secretary
Tatyana Popkova
Senior Vice President, Strategic Planning
and Marketing, and Chief Strategy Oicer
Angelique L. Richard, PhD
Senior Vice President, Hospital Operations
and Chief Nursing Oicer
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Rush University System
for Health Trustees
Rush University System
for Health Oicers
Susan Crown
Chairman
Peter C. B. Bynoe
Catherine Cederoth
E. David Coolidge III
Bruce W. Dienst
William A. Downe
Christine A. Edwards
William M. Goodyear
Sandra P. Guthman
Jay L. Henderson
Mark Metzger
Stephen N. Potter
Carole Browe Segal
K. Ranga Rama Krishnan, MB, ChB
(ex oicio, without vote)
Susan Crown
Chairman
K. Ranga Rama Krishnan, MB, ChB
Chief Executive Oicer
Sherine E. Gabriel, MD
Chief Academic Oicer
Wayne E. Keathley
Chief Operating Oicer
Omar Lateef, DO
President
Carl Bergetz
Senior Vice President and Chief Legal Oicer
Marcos DeLeon
Senior Vice President, Human Resources
John Diederich
Senior Vice President and Hospital Integration
Oicer
Badrinath Konety
MBBS, Senior Vice President, Clinical Aairs
Patricia O’Neil
Senior Vice President and Chief Financial
Oicer (acting)
Rush University Campus Information
& Student Resources
Campus Information
Medical Center and Facilities
Center for Academic Excellence
Center for Clinical Wellness
Center for Teaching Excellence and Innovation
Fitness Center
Library and Archives
Matthews Rush University Bookstore
McCormick Educational Technology Center
Media Services
Oice of General Education Resources
Quick Copy Center
Oice of International Student Services
Oice of Student Accessibility Services
Oice of Student Diversity and Multicultural Aairs
Oice of Student Life and Engagement
Student Activities and Programming
Campus Housing
Career Development
Publications
Student Lounge
Student Lockers
Student Organizations
Voter Registration
Rush Community Service Initiatives Program
Rush Production Group
Student Identification Cards
Student Identity Access Management and Email
Accounts
University Facilities
Worship Opportunities
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
For additional specifics — including scheduling, location,
hours and program oerings — please visit the Center for
Clinical Wellness webpage at insiderush.rush.edu/wellness.
Center for Teaching Excellence and
Innovation
The Center for Teaching Excellence and Innovation, or CTEI
(pronounced ‘city’), works in partnership with faculty on
instructional design and course development. Sta mem-
bers and CTEI programs also expand the use of educational
technologies and optimize the learning management system
to enhance course goals. The center has a sta of instruc-
tional designers and instructional technologists to support
all faculty who teach at Rush.
The center is committed to assisting faculty with their
courses, from curriculum development through delivery,
whether instruction is oered online, face-to-face, or a com-
bination of online and face-to-face. CTEI sta support fac-
ulty through highly personalized one-on-one consultations,
formal training for online teaching and regularly scheduled
workshops.
The center is located on the ninth floor of the Armour
Academic Center, Suite 919. Please email CTEI@rush.edu or
visit www.rushu.rush.edu/CTEI to learn more about available
resources or to request assistance with course design or
delivery.
Fitness Center
Whether you’re trying to get in shape, lose weight, be more
active or unwind after a busy day, the Rush Fitness Center
is just what you’re looking for. The Fitness Center oers
group exercise classes and one-on-one personal training.
In addition, the facility includes a variety of machines and
equipment, a fitness studio, cardio and strength training,
stretching areas, lockers rooms, showers and amenities.
For membership inquiries, please call (312) 947-2348. We’re
also on Facebook at www.facebook.com/RUMCfitnesscenter.
Library and Archives
Library of Rush University Medical Center
The Library is a collaborative learning and research com-
mons. Our engaged sta provides high-quality instruction,
services, support and space for our diverse community, as
we align our work to the Rush mission: improve the health
of the individuals and diverse communities we serve. The
Library is located on the fifth floor of the Armour Academic
Center. Visit rushu.libguides.com for more information.
The Library oers a comprehensive collection of print
and online materials covering all areas of the health sci-
ences. Online library resources include full-text journals,
e-books and databases. The database collection features
resources such as CINAHL, PubMed, Ovid, Scopus, Medline
and PsycINFO. Other online resources include point-of-care
reference tools, such as UpToDate and Clinical Key, which
provide concise topic reviews, clinical guidelines, extensive
drug information and full text for a wide range of medical
textbooks and journals.
Students, faculty and sta at Rush University Medical Center
can access online library resources from o-campus loca-
tions using their Rush NetID. For more information, please
call (312) 942-5950, email lib_ref@rush.edu or visit rushu.
libguides.com/help/ocampus.
If the Library does not have an item you need, it can be
requested from another library via interlibrary loan or I-Share.
Books, journal articles, proceedings, dissertations and audio-
visual materials can all be requested from other institutions.
Turnaround time and loan period depend upon the lending
library. For details, call (312) 942-5950 or email lib_ref@rush.
edu.
Reference librarians provide personalized information
services to all members of the Rush community and also are
available to meet with distance education students online.
Request assistance with a literature search or schedule
individual or group instruction at your convenience to learn
how best to use PubMed, evidence-based medical databases,
RefWorks Citation Manager or any other Library resources.
Call (312) 942-5950 or email lib_ref@rush.edu to make
arrangements for individual or course-related instruction.
Rush University Medical Center Archives
The Archives tells Rush’s story through its collections —
its esteemed and enduring history of education, research,
patient care and community service. Dating back to the
founding of Rush Medical College in 1837, the Archives iden-
tifies, preserves, organizes and enables access to valuable
Rush records from our earliest years to current digital assets.
The Archives engages with the Rush community and the
public. Rush University students can broaden their under-
standing of course materials by exploring Rush’s past
Campus Information
The main campus of Rush University and Rush University The
main campus of Rush University and Rush University Medical
Center is located on the Near West Side of Chicago — not far
from downtown (the Loop). The area surrounding the campus
is undergoing redevelopment. Of particular interest is the
Chicago Technology Park, which incorporates biomedical
research facilities and programs.
Townhomes and condominiums have been built in Garibaldi
Park, just east of Rush’s campus, and many new businesses
are flourishing in the Taylor Street area. There are other
health care facilities in the Illinois Medical District, including
the University of Illinois at Chicago, the John H. Stroger, Jr.
Hospital of Cook County and the Jesse Brown VA Medical
Center.
Rush is centrally and conveniently located. The main campus
now consists of 22 buildings, including facilities for achieving
the goals of the Medical Center: patient care, education and
research. The main campus also includes two indoor parking
facilities.
Armour Academic Center is the hub of most student activi-
ties. The Library of Rush University Medical Center and the
McCormick Educational Technology Center are located in the
Armour Academic Center, along with classrooms, laboratories,
academic computing, specialized facilities, the Educational
Aairs suite, the Oice of Student Life and Engagement,
the Oice of Diversity and Inclusion, the Rush University
bookstore, a cafeteria, and the administrative oices of Rush
Medical College, Rush University College of Nursing, the
College of Health Sciences and the Graduate College.
Medical Center and Facilities
Laboratories are located throughout the Medical Center
complex but are principally found in Jelke South. Additional
departmental laboratories are located in the Cohn Research
Building and in the Tech 2000 building located at 2000
W. Harrison St. In addition to the Chicago campus, Rush
University System for Health includes Rush Copley Medical
Center in Aurora, Illinois, and Rush Oak Park Hospital, located
in Oak Park, Illinois.
Directly across the Eisenhower Expressway from the main
campus is the Triangle Oice Building, which is home
to Finance, Legal Aairs, Philanthropy, Marketing and
Communications, the Data Center and other functions of
Rush.
The Oice of Student Life and Engagement distributes
a campus map to new students and publishes the Rush
University Student Handbook, which includes locations
and telephone numbers of people, oices, departments and
buildings of interest to students.
Center for Academic Excellence
The Center for Academic Excellence is a new program at
Rush University. It provides academic support services and
connects students to key resources to help them maximize
their academic potential. Services are free and available to
all students enrolled at Rush University.
The center oers workshops and webinars to foster stu-
dent success, with topics including study skills, test-taking
strategies, and time management and procrastination. The
center uses the web-based TutorTrac system to schedule
and evaluate in-person or remote peer tutoring and writing
tutoring sessions. In addition, the center assists students in
navigating other support services at Rush.
The center’s administrative services and sta will soon be
housed within the Library of Rush University Medical Center
(fifth floor of the Armour Academic Center). For more infor-
mation, call (312) 563-1800, email StudentSucc[email protected]
or visit www.rushu.rush.edu/center-student-success.
Center for Clinical Wellness
The Center for Clinical Wellness is a hub for all things well-
ness at Rush and is available to all current members of our
community, including students, house sta, clinicians and
non-clinical employees at Rush University Medical Center,
Rush Oak Park Hospital and Rush Copley Medical Center.
Made possible by a significant philanthropic gift, the center
represents a new chapter in well-being for Rush University
System for Health. Each finish, color and texture was
selected with a scientifically proven rationale to improve
the well-being of visitors, while creating an optimal healing
environment.
The center, which provides a network of on-site and virtual
tools as part of an overarching wellness eco-system —
including free counseling, coaching and other services
—addresses three primary goals: creation of a culture
of wellness, increased support for mental health and the
production of leading research through an emphasis on
data and analytics. The center seeks innovative solutions
to address burnout, improve resilience and enhance joy in
work.
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Lab space is available Monday through Friday from 8 a.m. to
4:30 p.m. but must be reserved by faculty. Students who need
special laboratory instruments or services for education or
research projects should discuss their needs in advance with
the sta. Please call (312) 942-6791 if you have any questions.
Quick Copy Center
Located on the seventh floor of Armour Academic Center,
Room 780, the Quick Copy Center duplicates materials for
educational purposes as well as general needs. A full range
of services are oered, including front-and-back copying,
three-hole punched copies, booklets and multiple binding
options, colored copying and a variety of large format posters
and banners.
Personal work of one or more copies can be accommodated
for faculty and students at a reasonable fee. Quick Copy
Center is open Monday through Friday from 8 a.m. to 4:30 p.m.
Oice of International Student
Services
International Student Services, housed within the Oice
of the Registrar and located in Suite 440 of the Armour
Academic Center, provides services for international stu-
dents who are planning to study at Rush and need authori-
zation from Department of Homeland Security’s Student &
Exchange Visitor Program, or SEVP, to do so.
International Student Services serves students in the follow-
ing ways:
• Represents Rush within the Student and Exchange
Visitors Information System regarding the attendance of
international students
• Helps prospective students navigate issues concerning
international admission
• Issues I-20 documents for F-1 students to assure com-
pliance with established governmental policies and
procedures
• Consults with current and potential students, academic
and administrative oices, sta and faculty regarding
nonimmigrant student issues
• Orients new students to the Rush community in collabora-
tion with the Oice of Student Life and Engagement
• Helps international students be an integral part of the
diversity and culture of the Rush community
In addition, the International Student Services oice is avail-
able to serve the needs of prospective international students
and alumni. Please visit Rush’s International Student Services
webpage or call (312) 942-2030 for additional information.
Oice of Student Accessibility
Services
In keeping with its goal to promote diversity among its stu-
dent population, Rush University is committed to attracting
and educating students who will help to make the popula-
tion of health care professionals reflective of the national
population, including individuals with disabilities. In addition,
Rush University is committed to ensuring equal access to its
facilities, programs and services is available to students with
disabilities.
To be eligible for accommodations, a student must have a
documented disability, as defined by the ADA and Section
504 of the Rehabilitation Act of 1973. Students are encour-
aged to apply to the Oice of Student Accessibility Services
as soon as possible to discuss reasonable accommodations
for their specific academic programs.
To learn more about accommodations at Rush University,
please visit www.rushu.rush.edu/oice-student-accessibility-
services or contact:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
600 S. Paulina St. AAC 901
Chicago, IL. 60612
(312) 942-5237
Marie_Lusk@rush.edu
Oice of Student Diversity and
Multicultural Aairs
Diversity, equity and inclusion are critical to our mission at
Rush University-to provide outstanding health sciences edu-
cation in a climate of inclusion.
The Oice of Student Diversity and Multicultural Aairs, or
SDMA, therefore strives to create an inclusive environment
and learning community where students, faculty, and sta of
all backgrounds feel welcome and supported, having oppor-
tunities to share their personal experiences.
Accordingly, SDMA collaborates with students, faculty, sta,
each of Rush’s four colleges and University stakeholders to
incorporate diversity and multicultural principles within the
campus culture. These aims are undergirded by the goal and
vision of the oice:
contributions to health care. Students, faculty, sta and
alumni are encouraged to contribute their experiences
and materials to strengthen and diversify the collections
for future researchers. Rush’s archivist provides reference
services, hosts historic tours, makes presentations, helps
create exhibits, and assists with records consultations and
acquisitions.
The Archives oice is located in the basement of the
Triangle Oice Building at 1700 W. Van Buren St., Suite 086.
Learn more about the history of Rush and explore our collec-
tions online: rushu.libguides.com/rusharchives.
Matthews Rush University Bookstore
The Matthews Rush University Bookstore, located on the
ground level of the Armour Academic Center, is a health
sciences bookstore serving the needs of students, faculty
and sta at Rush University Medical Center. The book-
store stocks the required and recommended textbooks for
courses oered at Rush University, as well as an assortment
of reference and review books.
Special orders are handled by the bookstore and will gener-
ally be fulfilled in one to two weeks. The bookstore also sup-
plies Rush insignia items, medical apparel and equipment,
school supplies and stationary, convenience items, U.S.
Postal Service stamps and miscellaneous gifts.
McCormick Educational Technology
Center
The McCormick Educational Technology Center, or METC, is
a media, computer and educational support center. Its mis-
sion is to facilitate University teaching and learning through
the use of media, computer software and instructional
design assistance.
A large collection of media for student and faculty use is
available at the METC. Tablets, laptops, projectors, video and
audio recorders, and other accessories are also available to
students for limited checkout. Most media and equipment
may be reserved in advance.
The METC is home to three multimedia classrooms — Room
902 (capacity 10), Room 903 (capacity 40) and Room 908
(capacity 17) — and three media viewing rooms. Rush fac-
ulty can reserve multimedia classrooms through the Astra
room scheduling system. Students can use viewing rooms
for study and group discussion. Workstations in Room 917
(computer lab) are also available for students and residents.
Students with a valid Rush University ID have computer lab
access on a first-come, first-served basis 24 hours a day,
seven days a week. There are two printers in the METC.
Software installed on workstations includes the Microsoft
Oice suite, web browsers, secure exam software, SPSS and
various software requested by faculty for instruction.
In addition, the METC coordinates the Academic Testing
Center, or ATC, located in the Triangle Oice Building.
The ATC accommodates up to 75 students for testing and
includes a multipurpose waiting area that can function as
a collaborative learning space. The ATC is also reserved
through the Oice of the Registrar.
METC sta are available to partner with faculty to enhance
instruction. Sta also assist with locating, previewing,
evaluating and acquiring commercially produced software
and media for use within courses, and can oer collaborative
support with audiovisual projects using products such as
Blackboard Collaborate, Camtasia and Panopto.
METC sta also provide assessment support through the
scanning and reporting of testing results to faculty through
optical mark reader, or OMR, as well as test forms and online
testing.
Media Services
Media Services, located in the Armour Academic Center,
provides a wide range of audiovisual support for classrooms,
meeting rooms and auditoriums throughout the University
and Medical Center. Additionally, Media Services provides
recommendations to faculty, sta or students who are pur-
chasing audiovisual equipment.
Please call (312) 563-2527 and press 1 at the prompt for
classroom support in the Armour Academic Center. Please
call (312) 942-4969 for Audiovisual assistance for the rest
of the Medical Center. To schedule your event, please send
your request to Media_Services@rush.edu five business
days in advance.
Oice of General Education Resources
The Oice of General Educational Resources oers a
wide variety of services to Rush University students and
faculty. Available services include Laboratory Services,
the Emergency Cardiac Care Program and the Quick
Copy Center. The oice is located in the Multidisciplinary
Laboratory area on the seventh floor of the Armour
Academic Center, Room 720.
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• Laundry center and recycling facilities on every floor
• Kitchens in every unit (including microwave, stove and
full-size refrigerator)
To ensure additional convenience, registered Rush students
residing at Tailor Lofts Student Apartments have their
housing costs, in addition to their tuition, billed through the
University.
Rush has worked with Tailor Lofts Student Apartments to
negotiate special rates for Rush students, so these conve-
niently located and competitively priced student apartments
do go quickly. Interested Rush students should contact Tailor
Lofts to begin the application process.
For more information please visit www.tailorlofts.info.
Brokers
Rush University also works with two brokerage companies
to provide additional assistance to students, free of charge,
with locating and securing other o-campus housing. Both
companies work with a variety of properties in the Chicago
area and have been awarded for their great customer service.
Be sure to mention that you are a Rush student.
Downtown Apartment Company
www.downtownloop.com
The Apartment People
www.apartmentpeople.com
O-Campus Student Housing Guide
Additional information about o-campus student housing,
Chicago neighborhoods, and transportation has been com-
piled in a guide that can be accessed by visiting the Student
Life and Engagement housing webpage, via email at student_
[email protected] or by telephone at (312) 942-6302.
Career Development
The Oice of Student Life and Engagement assists students
who are preparing for job searches, including internship/
externship, full-time positions and residency application pro-
cesses with resumes, curriculum vitae, cover letters, personal
statements and interviewing techniques. Monthly career
workshops are oered, and a variety of career resources are
available in the oice for student use, including workbooks,
handouts and guidebooks.
Many resources are also available on the Rush University
Portal. Students wishing to make a one-on-one appointment
(video appointments are available for distance learners)
for career assistance should contact the Oice of Student
Life and Engagement at [email protected] or (312)
942-6302.
Students are also individually assigned academic advisers
from their associated colleges who are knowledgeable about
the student’s educational program. These advisers provide
assistance in curriculum selection, academic progression,
and professional and career development.
Publications
The Oice of Student Life and Engagement oversees the
publication of student-related materials, such as the Rush
University Student Handbook and the Online Picture Book.
Both the Student Handbook and the Online Picture Book are
accessible on the Rush University Portal.
Student Lounge
The Student Lounge, located on the north end of the
ninth floor of the Armour Academic Center (Room 992), is
equipped with couches, a flat-screen television, an email
workstation, tables and chairs, a multifunction printer/copy
machine and a kitchen (refrigerators and microwave ovens).
All students are invited and encouraged to use the facilities
of the lounge. A student ID proxy card mechanism located in
the west corridor by the back door allows students 24-hour
access to the lounge via Room 984.
Student Lockers
During orientation, Student Life and Engagement will assign
lockers for the storage of coats, books and other miscel-
laneous articles. Students who keep a change of clothing in
their lockers should use the restrooms as changing rooms.
Lockers are located throughout the Armour Academic
Center, and most lockers are shared with another student.
Be advised that Rush University assumes no responsibility
for the loss of personal property from lockers. If any diicul-
ties arise with a locker, contact the Oice of Student Life
and Engagement, located in the Armour Academic Center,
Room 984.
Goal
Shape and sustain an inclusive and multicultural campus
environment for all students at Rush University.
Vision
Rush University will serve as a leader in creating and foster-
ing an inclusive and multicultural campus environment
in which students, faculty and sta from all backgrounds
embody and respect attitudes, values and diverse perspec-
tives in all areas of their work.
To achieve the goal and vision of SDMA, there is a commit-
ment to the following:
Student Professional Development: Provide opportunities
for students to engage in diversity and inclusion leader-
ship opportunities and professional development activi-
ties to enhance their diversity, inclusion and multicultural
awareness.
Education and Training: Oer ongoing trainings, webinars,
workshops, lecture series and events to promote diversity
and inclusion awareness, and leadership for students and
the greater campus community.
Supporting Academic Success: Assist in developing co-
curricular programming that build capacity to navigate
diversity and inclusion issues and that complement the
learning environment and foster academic achievement.
Campus Climate: Implement a systematic, continuous
assessment of campus climate for students and action plans
to enhance and strengthen a welcoming, diverse and inclu-
sive student environment.
SDMA is located in the Armour Academic Center, Room
984G. For additional information, please call (312) 942-0725
or email student_diversity@rush.edu.
Oice of Student Life and
Engagement
The mission of the Oice of Student Life and Engagement is
to provide services and opportunities that will enhance each
student’s academic experience and connection with Rush
University. The Student Life and Engagement sta works
closely with students, faculty and administration to identify
student needs, and design and implement programs and
policies to meet those needs.
The professional sta serves as advisers to student orga-
nizations; provides career services to students in each
academic discipline; develops and implements University
orientation for new students; assists with the development
and implementation of commencement events; oversees
Rush University-sponsored housing; and sponsors educa-
tional, multicultural and social activities for all students.
Oice of Student Life and Engagement
Armour Academic Center
600 S. Paulina St., Suite 984
Chicago, IL 60612
Phone: (312) 942-6302
Fax: (312) 942-9283
www.rushu.rush.edu/student-life-and-engagement
Student Activities and Programming
The Oice of Student Life and Engagement sponsors pro-
grams that are open to all Rush University students, faculty
and sta. The primary objective of these programs is to
enhance the cocurricular life of the Rush student commu-
nity. In the past, the oice has sponsored a variety of events,
including Welcome Back Week, career workshops and a
Current Issues in Health Care series, as well as Fall Into Rush
(student organization fair), Constitution Day and Student
Appreciation Week.
In addition, the oice encourages exploration of Chicago’s
many cultural, educational and social resources by regularly
oering discounted museum, theatre, sports and movie
tickets to students. Student Life and Engagement sta
welcome input and assistance from students in planning and
implementing events. Students wishing to become involved
are encouraged to contact the Oice of Student Life and
Engagement at (312) 942-6302 or [email protected].
Campus Housing
Rush University provides a limited block of apartments at
Tailor Lofts Student Apartments (315 S. Peoria St., Chicago,
IL 60607) to address current student housing needs while
the University undergoes a new master facility plan. Tailor
Lofts Student Apartments are located one mile east of Rush’s
campus, just two stops away on the CTA’s Blue Line train.
The amenities at Tailor Lofts Student Apartments include,
but are not limited to, the following:
• 24-hour security presence on first-floor entrance
• Wi-Fi throughout the entire building
• 24-hour Mac computer center with printing capabilities
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Student Organizations
The Oice of Student Life and Engagement recognizes the
interests and goals of each student organization through
administrative and limited financial support. Students who
wish to establish a new organization are encouraged to stop
by the oice and speak with a sta member.
Currently, there are more than 35 active organizations,
including the RU Student Senate, American Medical Student
Association, the Graduate College Student Council, National
Student Speech Language Hearing Association, Rush
Medical College Student Council, Rush Muslim Students’
Association, RU Student Nurses Association and the
Student Occupational Therapy Association. A full listing and
descriptions of all approved organizations can be found on
the Student Life and Engagement involvement webpage.
Voter Registration
Voter registration materials are available through the
Oice of Student Life and Engagement, located in Armour
Academic Center, Room 984. Voter registration can also
be completed online at www.cookcountyclerk.com/agency/
register-vote. Voter registration materials allow students to
vote in local, state and federal elections.
Rush Community Service Initiatives
Program
The mission of the Rush Community Service Initiatives
Program, or RCSIP, is to provide community-based volunteer
experiences for Rush students. These experiences enhance
our students’ ability to work in interprofessional teams,
develop patient relationships, care for diverse populations
and provide targeted services based on community need.
RCSIP achieves its mission through the following:
• Aligning volunteer experiences with the findings from the
Rush Community Health Needs Assessment
• Developing community programs that align with Rush’s
community implementation plan
• Providing appropriate support and training for student
volunteers
• Accessing the outcomes of community programs
• Evaluating the eects of community service experiences
on the personal learning and development of the students
For additional information please contact:
Sharon Gates
Senior Director, Community Engagement
(312) 942-3670
Rush Production Group
Rush Production Group is an award-winning multimedia
department specializing in professional photography,
videography, motion graphics and podcast production. In
tandem with Rush Marketing and Communications, the
Production Group works to eectively visualize and execute
the new Rush University System for Health brand. Their
photographs and diverse videos can be seen on the Medical
Center and Rush University websites, e-newsletters such as
Rush News and Inside Health, social media posts and on the
University campus monitors. Their photographers handle
headshots for all Rush University Medical Center and Rush
Oak Park medical sta, as well as Rush University faculty.
Visual content is created for consumer marketing and pub-
licity; photos and videos are utilized for patient education
and testimonials, events, people profiles and sta recruit-
ment. In addition, content is created for Rush University
college department curriculums, events, student profiles and
student recruitment.
The Production Group is also closely involved in publiciz-
ing the myriad Anchor Mission outreach programs being
undertaking by Rush. It is also producing a new podcast
called The Rush Cast. In addition to serving the needs of
the Medical Center, Rush University and Rush Oak Park
Hospital, the Production Group is expanding its services
to Rush Copley Medical Center and other sites throughout
Rush University System for Health. The group does not have
the resources to videotape classroom lectures or most uni-
versity speaking events in the Searle Conference Center. For
those seeking class recording, please call the METC at (312)
942-6799. For recording in a Searle meeting room, call Omar
Martinez at (312) 942-5000.
You can make headshot appointments online at booknow.
appointment-plus.com/yq264gyx.
If you have a request for a non-headshot photo or a video,
please download and complete the Questionnaire for Photo/
Video Proposals in the Document Library on Inside Rush and
email it to RushProductionGr[email protected]. For additional
questions, call (312) 942-8278.
Student Identification Cards
Rush students are required to wear their student ID card at
all times while on campus. Students not wearing a valid stu-
dent ID card may be asked to leave the University or Medical
Center and related clinical sites. A valid student ID card is
needed to access and use the library, laboratories, bookstore
and student lounge, and is required for admission to some
school events.
The student ID card is valid only while the student is
enrolled at Rush University and is immediately deacti-
vated upon graduation, withdrawal or dismissal from the
University. Students must return their ID card to the Oice
of the Registrar upon separation from the University.
New students who attend a formal orientation program will
be issued their ID card during the orientation. Otherwise,
new students can request an ID card from the Rush Security
Oice starting the Friday before the term of matriculation.
The Armour Academic Center building opens at 5:30 a.m.
and is locked at 7 p.m., Monday through Friday. On Saturday,
the building opens at 8 a.m. and is locked at 1:30 p.m. The
building is closed on Sundays and holidays. The opening
and closing times may change if there is a special event
in the building or a special request is made. Visitors may
enter Rush through the main visitor entrance in the Atrium
Building and request a visitor pass.
In order to make it easier for students to enter the Armour
Academic Center after the building has been locked at night,
and to utilize new and extended-hour study spaces, there is
a card reader on the ground floor of the Armour Academic
Center near the bookstore. Rush student, faculty and
employee ID cards are accepted by the card reader.
The Rush Security Oice is open for ID card replacement on
the following days:
Monday 1-4 p.m.
Tuesday 9 a.m. - noon
Wednesday 7:30-10:30 a.m.
Thursday 1-3 p.m.
Friday 7:30-10:30 a.m.
Student Identity Access Management
and Email Accounts
Rush University creates Rush access and email accounts for
all admitted degree-, certificate- and non-degree seeking stu-
dents prior to their term of matriculation.
Accounts
Account users are assigned a unique username, which is
associated with only one individual with a unique password.
Users should update their passwords at resetmynetworkid.
rush.edu. A generic sign-on used by groups of individuals is
not allowed. Sharing a sign-on and password or the unau-
thorized access to another person’s computer account is
not permitted and can lead to disciplinary action up to, and
including, dismissal.
Every Rush-ailiated user is responsible for every transaction
originating from their computer account. Accounts that are
not used for nine months may be deactivated by Information
Services without notice.
Anyone engaging in unauthorized use, disclosure, altera-
tion or destruction of data is subject to disciplinary action.
Computer accounts may not be used in any manner that
would be illegal or violate the following:
• Rush University Medical Center’s Code of Conduct Policy
• Any Rush policy addressing privacy or confidentiality, or
the use or disclosure of patient, sta, physician, student or
other data
Emails
Students are expected to check their email account regularly
since Rush University considers email an oicial means of
communication. Often, students receive important news and
deadlines via the campus email system. Students should also
use their Rush email account to communicate with faculty
and sta rather than using a personal email account.
If a student has a problem with their email account, they
should contact Information Services at (312) 563-2527 or
Graduates of Rush University will have access to their Rush
email accounts for six months following their degree con-
ferral. Students who voluntarily end their ailiation with
the University prior to graduation maintain access for the
remainder of the term in which the separation occurred.
Students who are dismissed or administratively withdrawn
are not guaranteed to maintain access for any period of time.
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Rush University Academic &
University Policies
Academic Policies
Academic Honesty
University Student Code of Conduct
Student Complaint Policy
Rush University Honor Code
Inappropriate Degree Usage
Continuous Enrollment/Active Student Status
Credit by Proficiency
Academic Credit
Grade-Point Average
Grade Report
Graduation and Commencement
Grading and Numbering System
Thesis/Dissertation/Scholarly Project Requirements
for Graduation
Health and Immunization Requirements
Incomplete Grades
Pass/No Pass Grading Option
Repeated Courses
Room Reservations
Students-at-Large
Accounts Transcripts from Previous Institutions
Rush University Transcripts
Transfer Credit
Enrollment
Enrollment Status Definitions
Full-Time Status for Select Populations
Registration
Adding/Dropping Courses
Auditing a Course
Course Schedule
Independent Study
Registration Process
Batch/Administrative Registration
Withdrawal/Leave of Absence
Administrative Withdrawal
Voluntary Withdrawal
Leave of Absence
Returning From a Leave of Absence
Student Records
Name, Address and Phone Number Changes
Privacy and Confidentiality of Student Records and FERPA
Institutional Policies
Drug and Alcohol Free Workplace
Tobacco-Free Work Environment
Diversity, Equal Opportunity and Inclusion
University Student Refund Policy
Assumption of Risk for Students
Students who remain employed by the Rush University
System for Health following separation from the University
will continue to have access to their email accounts.
Rush University Medical Center has the right to assign,
reassign or terminate any individual’s access to electronic
communications, information systems or networks, and take
disciplinary actions — up to and including dismissal — in
response to any negligent or deliberate misuse thereof.
Email belongs to the recipient. A user’s mailbox is treated in
the same manner as any other file belonging to that user.
Information proprietary to Rush University Medical Center
may not be shared outside the organization without the
approval of management. Patients’ (HIPAA) protected infor-
mation may qualify as a medical record and is considered
confidential. Therefore, email related to patient care, treat-
ment, therapy or testing should be incorporated into the
patient’s medical record or be encrypted. Rush University
Medical Center is not responsible for the content of emails
received.
Examples of actions that may be subject to disciplinary
action include the following:
• Sharing account information, including user name and
password
• Attempting to gain access to another user’s password,
user name or email account
• Attempting to read, delete, copy or modify the email of
other users
• Posting email messages with sexually explicit images
or language that may be construed as harassment, or
disparagement of others based on a person’s race, color,
sexual orientation, gender identity and/or expression,
religion, national origin, ancestry, age, marital or paren-
tal status, disability as defined by Section 504 of the
Rehabilitation Act of 1973, the Americans with Disabilities
Act of 1990, Americans with Disabilities Act Amendments
Act of 2008, veteran’s status, pregnancy or any other
category protected by federal or state law or county or
city ordinance
• Spamming
University Facilities
University Facilities, located on the seventh floor of the
Armour Academic Center (Room 720), provides a variety of
services to the patrons and users of the Armour Academic
Center, including building maintenance and scheduling
repairs.
Additionally, University Facilities analyzes and allocates
space, accommodates lab and classroom setup, oversees
the Housekeeping group (DFS) and day-to-day classroom
operations (3-CLAS). For questions, please email University_
[email protected] or call (312) 942-8631.
Worship Opportunities
The Department of Religion, Health and Human Values
provides weekly opportunities for worship in the J. Hall
Taylor Memorial Chapel, located on the first floor of the
Kellogg building near elevator C, as well as special services
on faith-group holidays. A meditation room, available at all
times as a refuge for the spirit, is located in the fourth floor
Atrium Lobby.
A directory of churches in the area is available by calling the
Department of Religion, Health and Human Values at (312)
942-5571. Chaplains are available for consultation about
professional and personal issues.
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Academic Policies
Academic Honesty
Rush University students and faculty belong to an academic
community with high scholarly standards. As essential as
academic honesty is to the trust that is fundamental to the
educational process, academic dishonesty violates one of
the most basic ethical principles of an academic community
and will result in sanctions imposed under the University’s
disciplinary system.
Examples of conduct that would subject a student to
disciplinary action include but are not limited to the fol-
lowing: all forms of academic dishonesty including but not
limited to cheating; plagiarism; collusion; gaining or seeking
unfair advantage in relation to any work submitted; helping
others to gain an unfair advantage; removing examination
materials from a secure examination area; the unauthor-
ized downloading or copying of examinations that are given
online; fabricating assigned academic work, including clinical
assessments and presenting them as authentic; facilitat-
ing academic dishonesty; and unauthorized examination
behavior.
• Academic Misconduct refers to any academic behavior
that is in violation of the policy stated below.
• Plagiarism refers to any attempt by students to use the
work, words or ideas of others without proper attribu-
tion, or any attempt to pass o the work, words or ideas
of others as their own. Such acts are considered plagia-
rism whether they occur intentionally, Acts of plagiarism
include but are not limited to the following:
– Presenting any phrase or extracts, verbatim, without
using quotation marks and without any reference to
the author
– Paraphrasing all or part of an author’s work and
presenting it without any, or with inadequate, reference
to the author
– Copying or paraphrasing all or part of another
student’s work or otherwise presenting another
student’s work as their own
• Collusion is an agreement or cooperation in order to
cheat or deceive for a fraudulent purpose. Collusion
applies to students (past, present and future) who inten-
tionally cooperate in order to gain an unfair advantage in
the gaining of an award, qualification or grade
• Cheating is using unauthorized materials, including
electronic devices, or obtaining unauthorized help from
another person in any work submitted for academic credit
• Fabrication is inventing information or citations in an
academic or clinical exercise
• Facilitating academic dishonesty is providing
unauthorized material or information to another person
• Unauthorized examination behavior is, for example,
conversing with another person, passing or receiving
material to or from another person, temporarily leaving
an examination site to visit an unauthorized site or with-
out permission, or manipulating the physical or elec-
tronic testing environment to unfair advantage. These
examples are not inclusive of all possible unauthorized
examination behaviors
Disciplinary actions will be imposed by the program/
college, including but not limited to warning, probation,
suspension or expulsion from the University on those
members of the learning community who violate the
Academic Honesty Policy.
University Student Code of Conduct
Rush University provides outstanding health sciences
education and conducts impactful research in a culture of
inclusion, focused on the promotion and preservation of
the health and well-being of our diverse communities.
All students enrolled at Rush University are expected to
uphold the I CARE values of Innovation, Collaboration,
Accountability, Respect and Excellence.
The Rush University Student Code of Conduct sets the
standards for expected professional behavior within the
University and the Medical Center. Commitment to this
Code is a shared responsibility of all faculty, sta and stu-
dents within the Rush University community to ensure the
highest standards of behavior — whether in the classroom,
the laboratory, or in the clinical setting — and to ensure
that education obtained at Rush provides a sound foun-
dation for each student’s future success as an academic,
scientific or health care professional.
The Student Code of Conduct provides the framework for
how students should conduct themselves as members of
the academic learning community. At Rush University, we
value and support freedom of expression in a manner that
is civil and respectful to others.
Examples of conduct that would subject a student to disci-
plinary action include but are not limited to the following:
• Obstruction or disruption of teaching, research,
adminis¬tration, clinical practice and community out-
reach or other University or Medical Center activities
• Falsification of student records, transcripts or financial
aid forms or applications
• Theft of, or damage to, University or Medical Center
property or the property of a member of the University or
Medical Center community
• Threatened or physical abuse of any person, or action
that threatens or endangers the safety of others
• Misrepresentation, falsification, alteration or misuse of
University or Medical Center documents, records or
identification, or research data
• Unauthorized use or entry of University or Medical Center
facilities
• Conviction of a crime deemed serious enough to render
the student unfit to pursue their profession
• Conduct that is inconsistent with the ethical code of the
profession the student is preparing to enter
• Unlawful use or possession of controlled substances on
the University or Medical Center campus
• Unauthorized possession or concealment of firearms or
other weapons on the University or Medical Center prem-
ises at any time
• Attempting to gain access to another’s email or computer
account, username or password
• Knowingly setting o false fire, safety or security alarm
• An accusation of student and/or faculty academic dishon-
esty or misconduct made in bad faith
Student Code of Conduct Violation Enforcement
Any violations of this Student Code of Conduct or suspicion
of student or academic misconduct should be reported to
the student’s college for further review in accordance with
the procedures specified by the college. Each college will
be expected to set standards for addressing Student Code
of Conduct violations and cases of misconduct in a fair and
consistent manner that best fits their respective student
population. Adherence to the Student Code of Conduct is
required upon matriculation. The Student Code of Conduct
may also be enforced for o-campus actions when the
student is representing themselves as a member of the
University.
Good Standing - A student who has upheld the guidelines
of the Student Code of Conduct and has not been found in
violation of the policy resulting in either probation, suspen-
sion or expulsion.
Student Conduct Sanctions
In determining appropriate sanctions when violations of
the Student Code of Conduct occur, the college will use
the current case as well as any past disciplinary infractions
that were upheld. Disciplinary sanctions will be determined by
reviewing the statements and interest of the complainant, the
respondent and the impact that the infraction may have on the
University community. The college will take into consideration
the severity of the complaint, the safety of the respondent,
University community and any other relevant factors when
imposing sanction. The following list of sanctions is not consid-
ered an exhaustive list, but a guide to follow when determining
the appropriate sanction for the violation.
Warning - A written notification that a violation of the Student
Code of Conduct occurred and that any further responsible
finding of misconduct may result in more severe disciplinary
action. A warning is noted for administrative purposes and
is not considered a part of the student’s disciplinary record.
In addition, a warning does not adversely aect a student’s
standing.
Probation - A written notification of reprimand that the mat-
ter is serious and in violation of the Student Code of Conduct.
Probation is for a designated period of time and may include
more severe sanctions, if found responsible for additional
violations of the Student Code of Conduct, including suspen-
sion or expulsion from the college. Notification of probation is
considered a change in good standing status with the college/
University and the student(s) may be restricted from participat-
ing in other college or University activities.
Loss of privileges - Denial of the use of certain college facilities
or the right to participate in certain activities, events, programs
or to exercise certain privileges for a designated period of time.
Restitution - A student may be required to make payment to an
individual, the college or the University related to the miscon-
duct for damage, destruction, defacement, theft or unauthor-
ized use of property.
No Contact Restrictions - Are those set by the college admin-
istrator, University administrator and director of Security that
the party is restricted from having contact whether direct or
indirect with a designated party. These restrictions may include
indirect or direct contact such as email, texting, U.S. mail or any
other contact via a third party.
Educational Requirements/Referrals - The college reserves
the right to impose counseling or substance assessments or
other required educational sanctions.
Suspension - The separation of a student from the college for
a specified period of time, after which the student is eligible
to return. The suspension letter will include all of the condi-
tions that must be met before a student is reconsidered for
readmission.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Students who are on suspension may not participate in
any college and/or University sponsored activities both on
campus and osite that are owned or operated by Rush
University and Rush University Medical Center.
Expulsion - Expulsion is the permanent separation of the
student from the college and their academic program and all
educational activities sanctioned by Rush University.
Student Complaint Policy
Rush University embraces a philosophy of respect
and accountability as supported by the I CARE values
(Innovation, Collaboration, Accountability, Respect and
Excellence). Rooted in these I CARE values, the Student
Complaint Policies and Procedures are meant to balance a
supportive and equitable process to assist students with
submitting complaints. According to the Higher Learning
Commission Institutional Records of Student Complaints
(HLC, 2018), “An institution shall make available an account
of the student complaints it has received, its processing of
those complaints, and how that processing comports with
the institution’s policies and procedures on the handling of
grievances or complaints.”
To this end, the University strives to provide a seamless
complaint process experience by making available to the
student body a convenient online complaint submission
process and a toll-free hotline phone number through
the NAVEX Global Student Complaint Portal* (hereafter
“Student Complaint Portal”). The Student Complaint Portal
and Hotline oers students a confidential as well as an
anonymous mechanism to submit their complaints.
The University’s Student Complaint Policies and Procedures
should:
1. Provide clear instructions on how to submit a formal stu-
dent complaint
2. Distinguish the various types of student complaints, (i.e.,
examples of academic versus non-academic complaints)
3. Provide a list of external agencies to report student
complaints
*NAVEX Global is a third-party hosted resource with secured
servers and is not hosted by Rush University.
*NAVEX Global is a third-party hosted resource with secured
servers and is not hosted by Rush University.
Rush University endeavors to provide an environment where
student concerns are addressed and resolved in a man-
ner that fosters both respect and equality. The University
encourages students to seek informal and formal proce-
dures to allow students the flexibility to adjudicate their
complaints, depending on the nature or seriousness of the
complaint(s). No retaliation or reprisal shall be tolerated
against a student for submitting, in good faith, a complaint
either on an informal or formal basis.
All student complaint submissions will be kept confidential
to the extent possible to provide thorough investigations,
maintain campus safety and to ensure compliance with
federal, state or local policies. Submission of complaints
through the Student Complaint Portal are not meant to
override any existing policies or procedures such as grade
appeals, student professionalism code of conduct, Title IX,
Discrimination and Harassment or any policy established
by law or the university. The Student Complaint Portal is
designed to work interdependently with existing student
policies and procedures. Students are encouraged to file
their complaint as soon as possible to ensure that all practi-
cal information is collected and available to resolve and
improve the student’s experience.
Student Complaint Portal: Process of filing a complaint
1. When a student files a complaint through the Student
Complaint Portal or through the Student Complaint toll-
free call center, the student will receive a unique user
name and are asked to choose a password. Please see link
to the Student Complaint Portal.
2. Students can return to the Student Complaint Portal
again either by internet or telephone and access the origi-
nal report to add more detail or answer questions posed
by a university representative to further help resolve any
open issues.
3. Once a complaint is filed through the Student Complaint
Portal, the University will review or refer the complaint
to determine the appropriate follow-up. At all times, the
complaint will be kept confidential to the extent possible
to allow for proper investigation. Only individuals with
legitimate reasons will have access to the filed complaint.
4. If the student complaint is required to be referred to a
specific contact person or process (i.e., Title IX or Grade
Appeals), the student will be notified that the complaint
has been referred to the appropriate area for further
review and the complaint will be facilitated through that
specific process. However, the student complaint ticket
will remain open until the complaint has been finalized
and closed.
5. If a decision is not rendered after progressing through the
appropriate steps, leadership of the specific area will be
notified for additional review unless an existing policy dic-
tates a dierent course of action. Students also have the
right to file a formal complaint with external accrediting or
regulating agencies ailiated with Rush University if they
believe that this matter was not resolved in earnest. Links
to these accrediting and regulatory agencies are listed in
this policy.
6. A submission of a formal student complaint can be anony-
mous or non-anonymous. Anonymous complaints will be
investigated to the degree that the institution has enough
information to proceed with an investigation.
7. All non-anonymous complaints should contain the follow-
ing information:
– The student complainant should include their name,
student identification number and contact information,
including telephone number and email address, on the
form.
8. All complaints should contain the following information:
– The name of the alleged student, employee, faculty,
department, etc., involved in the complaint
– A detailed written statement that describes the nature
of the complaint, including the date, day, approximate
time and location of the occurrence.
– The date of submission of the complaint will be docu-
mented in the Student Complaint Portal.
Informal Resolution
Students should begin the informal process by addressing
their complaint directly with the sta, faculty or other stu-
dents involved with the complaint. (Note: This requirement
does not apply to alleged cases of harassment, violence,
sexual misconduct, discrimination or situations that are gov-
erned by the University Academic Honesty Policy).
Formal Resolution
In the event the student is not able to resolve their com-
plaint through informal means, the student should file a
formal written complaint using the Student Complaint Portal
or by reporting their complaint through the Hotline. The
University will review all complaints submitted through the
Student Complaint Portal.
*Academic Complaints (non-exhaustive)
Harassment and Discrimination
Rush University promotes and maintains an environment
that emphasizes the dignity and worth of every member
of its community, free of unlawful discrimination, including
the prevention of harassment and sexual misconduct. Rush
University’s prohibits sex discrimination, sexual harassment
and sexual misconduct involving students. Students should
report these type of incidents to the Title IX Coordinator,
and follow the procedures in the Prohibition Against Sex
Discrimination, Sexual Harassment and Sexual Misconduct
Involving Students Policy.
Nancee B. Hofheimer
Title IX Coordinator
Rush University Medical Center
(312) 942-2104
Disruptive Conduct/Behavior Complaints Against Sta,
Faculty & Other Students
The Code of Conduct sets the standards for expected
professional behavior within the University and the Medical
Center. Commitment to this Code is a shared responsibility
of all faculty, sta and students within the Rush University
community to ensure the highest standards of behavior —
whether in the classroom, the laboratory, or in the clinical
setting — and that education obtained at Rush provides a
sound foundation for each student’s future success as an
academic, scientific or health care professional. Violations of
these standards are subject serious and disciplinary sanc-
tions. Students witnessing this type of behavior are encour-
aged to file a complaint via the Student Complaint Portal.
Rush University makes every eort to review and resolve
all student complaints that are reported in accordance with
policies and procedures. There may be occasions under
certain circumstances where the student believes that fur-
ther action is required and that additional external review is
needed to resolve their complaint. Listed below are external
agencies that the student may contact for additional assis-
tance. For other state authorization agencies please refer to
the links listed below.
Rush University Honor Code
The Rush University Honor Code is as follows:
I pledge that my academic, research and/or clinical work will
be of the highest integrity. I shall neither give nor receive
unauthorized aid; I shall not represent the work of others
as my own; I shall not engage in scientific misconduct, and I
shall treat all persons with the greatest respect and dignity,
just as the ethical codes of Rush University Medical Center
and my future profession demand.
I recognize that behaviors that impede learning or under-
mine academic, research and clinical evaluation - including
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
but not limited to falsification, fabrication and plagiarism
- are inconsistent with Rush University values and must be
reported.
Implementation of the Honor Code
This Rush University Honor Code (from now on referred
to as the Code) sets the standards for expected profes-
sional behavior within the University and the Medical
Center. Commitment to this Code is a shared responsibility
of all faculty, sta and students within the Rush University
community to ensure the highest standards of behavior —
whether in the classroom, the laboratory or in the clinical
setting — and to ensure that education obtained at Rush
provides a sound foundation for each student’s future suc-
cess as an academic, scientific, or health care professional.
Code Enforcement
Annually, all students have the opportunity to attest to their
commitment of the Code during the completion of annual
mandatory trainings within the learning management sys-
tem. Any violations of this Code or suspicion of student or
academic misconduct should be reported to the student’s
college for further review in accordance with the procedures
specified by that college. Each college will be expected to
set standards for addressing Honor Code violations and
cases of misconduct in a fair and consistent manner that
best fits their respective student population. Students
refusing to sign the Code attestation must submit a letter to
their dean’s oice explaining why. Adherence to the Code is
required for matriculation, whether or not the document has
been signed. The Code may also be enforced for o-campus
actions when the student is representing themselves as a
member of the University.
Inappropriate Degree Usage
A student may not indicate they have earned a specific
degree or certificate from Rush University until the following
have been fulfilled:
• All degree or certificate requirements have been success-
fully completed
• Completed Degree Approval and Intent to Graduate forms
have been submitted to the Oice of the Registrar
• The oicial date of graduation for a particular term has
been reached
• The degree or certificate has been oicially conferred by
the Oice of the Registrar
A student who disregards this policy will be referred to the
committee that addresses professional ethics violations for
that student’s program or college.
Continuous Enrollment/Active Student Status
In order to maintain an active status, Rush University
requires continuous enrollment in the majority of its
academic programs from the time a student matriculates
through a student’s graduation. Exemptions for the summer
term only include Health Systems Management and Clinical
Research majors. Students who are not oicially enrolled
each term or have not submitted a Petition for Leave of
Absence or Voluntary Withdrawal form risk being adminis-
tratively withdrawn from the University by the Oice of the
Registrar.
A student enrolled in a noncredit residency or academic
enrichment program prior to receipt of a degree must be
registered for their program’s Continuous Enrollment course
to retain active student status.
Any degree- or certificate-seeking student not enrolling in a
new course but needing to replace an outstanding incom-
plete grade must register for their program’s Continuous
Enrollment course until the grade is satisfied.
A student who is auditing a course and is not allowed in
other courses during the same term must register for their
program’s Continuous Enrollment course to be charged
appropriately.
Credit by Proficiency
A student who passes a proficiency examination at Rush
University will earn academic credit toward the degree.
Programs have the discretion to oer credit by proficiency
(e.g., standardized examinations, such as ACT Proficiency
Examination Program (PEP) Challenge or Advanced
Placement (AP) exams) and/or achieved prior learning (such
as continuing education units). Rush Medical College does
not oer credit by proficiency.
Credit awarded by proficiency and/or achieved prior learning
is based on documented equivalence with courses oered
by the program. The minimum standards and format for
demonstrating proficiency are determined by program
faculty. Formats for demonstrating proficiency may include
departmentally-developed examinations, licensure/certifica-
tion exams, portfolios and competency demonstrations.
Credit awarded by proficiency and/or achieved prior learn-
ing will equal the credit value of the course(s) as listed
in the Rush University Catalog under which the student
matriculated. Information that is posted on the transcript for
approved credit is the prefix, number and title of the course,
the credits awarded and a K grade.
Credit awarded by proficiency will appear on the transcript
in the appropriate term the credit was earned. Credit for
achieved prior learning will appear on the transcript in the
student’s term of matriculation. Credit earned by these
mechanisms will not be used in calculating the student’s
grade-point average.
The student’s program reserves the right to assess a fee or
partial tuition based on what the student would have been
charged.
Academic Credit
Academic credit is awarded to a student upon the success-
ful completion of an approved instructional course or by the
demonstration of competencies, proficiencies, or fulfillment
of learning outcomes equivalent to that provided by an
approved instructional course.
One unit of academic credit is the measure of the total time
commitment a typical student is expected to devote to
learning per week of study.
Total time devoted to learning includes but is not limited to:
classroom or faculty instruction in either a synchronous or
asynchronous mode; time devoted to individual conferences
with instructors; reading and completion of learning activi-
ties and assignments; posting in online discussion folders;
performance demonstrations; examinations; work associated
with completion of capstone assignments, thesis, or Policy
Statement:
Academic credit is awarded to a student upon the success-
ful completion of an approved instructional course or by the
demonstration of competencies, proficiencies, or fulfillment
of learning outcomes equivalent to that provided by an
approved instructional course.
One unit of academic credit is the measure of the total time
commitment a typical student is expected to devote to
learning per week of study.
Total time devoted to learning includes but is not limited to:
classroom or faculty instruction in either a synchronous or
asynchronous mode; time devoted to individual conferences
with instructors; reading and completion of learning activi-
ties and assignments; posting in online discussion folders;
performance demonstrations; examinations; work associ-
ated with completion of capstone assignments, thesis, or
dissertations; laboratory work; clinical practica; or any other
activity required of the student.
One hour of credit is an amount of work represented in
intended learning outcomes and verified by evidence of
student achievement that reasonably approximates not less
than one hour classroom or direct faculty instruction and
a minimum of two hours of out of class student work each
week for approximately 15 weeks for one semester or one tri-
mester hour of credit or the equivalent of at least 37.5 hours
of work for one semester or one trimester hour of credit. In
this context, an hour of work is defined as 50 minutes.
Exceptions: Course credit hours are not calculated for
Rush Medical College.
Rush Medical College (RMC):
Rush Medical College uses weeks of instruction to measure
student credit, which can be converted to credit hours using
the criteria below.
The RMC medical program is accredited by the Liaison
Committee on Medical Education (LCME), an accrediting
program review body for medical programs in the United
States and Canada. LCME requires all accredited medical
education programs leading to the Doctor of Medicine (MD)
to include a minimum of 130 weeks of instruction. RMC’s
curriculum requirement of 164 hours of instruction over four
years exceed those as outlined in the LCME Standards of
Accreditation of Medical Education Programs leading to the
MD degree. The conversion for instructional weeks to credit
hours is as follows:
Courses in the first two years of the Rush Medical College
curriculum are a uniform structure for educational experi-
ences and contact hours. These contact hours comprise
small group learning experiences, laboratories, simulated
and real patient encounters. The RMC curriculum is pre-
sented in a flipped methodology with a minimum require-
ment of 2 hours of outside-of-class preparation for each
hour of classroom instruction.
In the pre-clerkship curriculum, the average contact time for
students each week is approximately 14 hours. Based on a 16
week calendar (8 weeks in the summer for M1) and a class
time of 50 minutes, the equivalency of one pre-clerkship
week is equivalent to one credit hour.
Year 1 = 40 full-time weeks (equivalent to 40 credit hours)
Year 2 = 32 full-time weeks (equivalent to 32 credit hours)
Total = 72 credit hours
In year three and four of the clinical experience, contact
hours increase for clerkship and electives. Students earn
the equivalent of one semester credit hour for each 40 – 70
contact hours of clinical experiences.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Year 3 = 48 full-time weeks (equivalent to 48 credit hours)
Year 4 = 44 full-time weeks (equivalent to 44 credit hours)
Total = 92 credit hours
Grade-Point Average
Transfer credits from institutions outside of Rush University
are not included in the grade-point average, or GPA, calcula-
tion. Transfer credits internal to Rush University are included
in the GPA calculation. Separate GPAs are calculated for a
student’s undergraduate and graduate records. The GPA
is calculated using all grades in courses that could count
toward the program. The GPA is reset from 0.00 when a
student successfully completes a program and matriculates
into a new program at the graduate or professional level.
Transcripts show the GPA for each term in which grade
points are earned and show a cumulative GPA for all work
taken at Rush University for each program degree level.
When a course is repeated, only the most recent attempt is
computed in the GPA, though all grades will display on the
transcript.
No grade points are assigned for work taken on a pass/
no-pass basis, and therefore such work is not computed in
the GPA. A GPA is not reported for Rush Medical College
students.
Undergraduate students who are required to enroll in
courses that typically are taught at the graduate level will
have these courses count toward their undergraduate
programs of study; thus, the credits and grade points will be
calculated as part of the undergraduate transcript.
Grade Report
Students can access their grade report/unoicial transcript
via the Rush University Portal. Grade reports are not mailed
to students. Copies of a student’s grade report are unof-
ficial and intended for the student’s personal use and should
not be accepted by another college/university in lieu of an
oicial transcript.
Graduation and Commencement
Only Rush University students who are candidates for a
degree may participate in the commencement ceremony.
Certificate candidates are ineligible to participate in com-
mencement. Although Rush University has established a
degree conferral date for each term, the University has only
one commencement ceremony. Commencement is the oi-
cial ceremony honoring the graduates of the academic year.
Graduation is the oicial date on which the student’s degree
is conferred.
All degree seeking students are invited to participate in the
commencement ceremony if they graduated in the fall or
spring term immediately preceding the current academic
year’s ceremony.
Students who are not required to complete a thesis or
dissertation may participate in the current academic year’s
commencement if they anticipate graduating at the end of
the summer term that immediately follows the ceremony.
Students completing a thesis must be prepared to defend,
per their program director, by Week 12 of the spring term in
order to participate in the current academic year’s cer-
emony. Those students who will defend after this period or
during the summer term after commencement are invited to
participate in the following year’s ceremony.
Students completing a dissertation must have successfully
defended during Week 11 of the spring term and submit-
ted a final copy of their dissertation to the Rush University
Medical Center Library or Rush University Center for
Academic Excellence during Week 13 of the spring term in
order to participate in the current academic year’s ceremony.
Those students completing their dissertations during the
summer term after commencement are invited to participate
in the following year’s ceremony.
PhD students completing a dissertation must provide
the title of their work to the Oice of the Registrar by the
published deadline in order to have that title included in the
commencement program.
Publication of a student’s name, academic credentials and
dissertation/thesis title in the commencement program does
not indicate that a degree has been oicially conferred by
Rush University.
Students must be registered for the term in which they
graduate.
All students, including certificate seekers, who anticipate
graduating must submit the Intent to Graduate form to the
Oice of the Registrar, via the Rush University Portal, by
the published deadline or risk delayed graduation.
College program directors/coordinators are required to com-
plete and submit the degree approval forms to the Oice
of the Registrar by the published deadline for non-thesis/
dissertation students or risk delayed graduation of students.
College program directors/coordinators are required to
initiate the degree approval forms for thesis/dissertation
Grading and Numbering System
students. Thesis/dissertation students will retrieve remain-
ing degree approval form signatures and submit the forms to
the Oice of the Registrar by the published deadline or risk
delayed graduation.
The student’s submission of the Intent to Graduate form
signals that the student is ready to graduate; allows, only for
purposes of the ceremony, the release of directory informa-
tion restrictions enacted by the student through their signa-
ture on the Directory Information Restriction form; permits
release of the student’s name and address to the external
photography vendor with whom Rush contracts and to have
the vendor place photographs of the student on its website;
permits the University to publish the student’s picture in a
picture composite; for medical students, permits publica-
tion of the student’s name, photograph, prior degrees and
universities/colleges attended in the Rush Medical College
yearbook; permits Rush University to print and/or announce
the following:
• Student’s name as indicated on the Intent to Graduate
form
• Honors or awards received
• Previous colleges/universities attended
• Prior degrees earned
Grade Points Description
A 4.0 Excellent
B 3.0 Good
C 2.0 Satisfactory for undergraduates, but may not be acceptable at the graduate level.
D 1.0
Minimal pass for some undergraduate programs, but may not be acceptable at graduate level;
not used at the graduate level by the College of Nursing, the Graduate College or the Department
of Health Systems Management.
F 0 Failure
P 0 Passing
N 0 No Pass
HP 0 High Pass (only used by Rush Medical College for third- and fourth-year clinical courses)
H 0
Honors (only used by Rush Medical College for third-and fourth-year clinical courses; discontinued
for first-year basic science courses in 2017 and for second-year basic science courses in 2018)
DE 0
Pre-clerkship deferred grade for medical students who do not yet meet the knowledge and
performance components standards after the first attempt.
W 0
Withdrawal in weeks two through 13 of a term; also used by Rush Medical College when
circumstances beyond students’ control prevents completion of course requirements regardless
of withdrawal date during the term.
K 0 Credit earned through proficiency examination or achieved prior learning.
T 0 Credit accepted in transfer from another college or university.
CIP/IP 0 Course in progress or grade not yet reported.
I 0 Incomplete
CC 0 Course continues into the next term. Grade received at end of series is grade for entire course.
AU 0 Audit
XIP 0 Mandatory training course completion is in progress
XX 0 Participation in an ungraded course or residency
XC 0 Satisfactory completion of mandatory training course
XN 0 Administrative enrollment error. Student removed from mandatory training course.
XS 0 Student separated from the University prior to completing the mandatory training course.
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The Degree Approval form must be submitted after all
academic degree requirements are completed. These include
the following:
• All program prerequisites, including general education
requirements
• All courses required in the major program of study and
completion of required cumulative credit hours
• Residency requirements
• Dissertation/thesis/project defense (if required)
• Submission of the dissertation/thesis to the Rush
University Center for Academic Excellence (if applicable)
• Achievement of the minimum cumulative GPA of 2.0 for
undergraduate and 3.0 for graduate students (not applica-
ble to Rush Medical College)
Awarding of Degrees
Rush University degrees are dated the last day of the term
in which the degree requirements are completed. Degree
requirements must be fully met before the next term
oicially begins; otherwise, the student will be required to
register for the subsequent term and will graduate at the
end of that term. The student’s transcript, diploma and other
notification of degree conferrals will be held until a student’s
financial obligation has been met. Outstanding financial obli-
gations have no eect on the awarding of degrees.
Latin Honors
Candidates for the Bachelor of Science degree who have
demonstrated academic excellence are honored at com-
mencement by the Rush University faculty. Those earning
a 3.40 to 3.59 cumulative grade-point average at Rush are
awarded the Bachelor of Science degree cum laude; 3.60
to 3.79, magna cum laude; 3.80 to 4.00, summa cum laude.
Only Rush University courses are calculated into the GPA.
Latin honors appear on the student’s transcript and diploma
and are typically announced during graduation exercises,
including the commencement ceremony and at college/
departmental convocation/awards ceremonies. Latin honors
also appear in the commencement ceremony program. Here,
eligibility is as of the end of the fall term; prospective spring
and summer graduates have their honors recalculated prior
to their respective degree conferral dates.
Thesis/Dissertation/Scholarly Project
Requirements for Graduation
Doctor of Philosophy (PhD) candidates must complete a
dissertation. The Doctor of Nursing Practice (DNP) program
requires completion of a scholarly project. Some Master of
Science (MS) programs, including Clinical Research and
Integrated Biomedical Sciences, require a thesis to meet
degree requirements. The thesis is optional for Clinical
Nutrition and Speech-Language Pathology students.
Each thesis/dissertation/scholarly project must be original
and cannot have been used to meet the requirement of
any other degree, either at Rush University or any other
university.
Each student will have a committee whose role is to ensure
that the student’s thesis, dissertation or scholarly project is
of high quality and meets the standards of the program and
the University for originality, contribution to the field and
scholarly presentation.
Review of a thesis/dissertation/scholarly project will follow
the sequence of steps as described by each college, includ-
ing the prescribed preparation manual for each degree.
Students must give a public presentation of the knowledge
developed through the thesis, dissertation or scholarly proj-
ect process to the academic community. Public presentation
must precede the final approval by the student’s thesis, dis-
sertation, or scholarly project’s committee.
A copy of the thesis or dissertation must be approved by the
Center for Academic Excellence for conformance to pub-
lishing requirements and copyright compliance. Scholarly
projects are not reviewed by the library.
Health and Immunization Requirements
All students present on the Rush University Medical Center
campus at least once annually from Oct. 1 to March 31 must
be compliant with the influenza immunization program
as defined by the Rush Infection Prevention and Control
Department.
Program-specific health and immunization requirements are
determined by each college and/or academic program:
• Students are notified at the time of admission by the col-
lege or program of the health and immunization require-
ments for matriculation into the University.
• Students must comply with annual health and immuniza-
tion requirements.
• Students who do not submit the proper proof of fulfilled
health and immunization requirements by the designated
deadline will be prohibited from registering for the next
term and may be disengaged from the program until
these requirements are met. Late registration fees may
apply.
• Students should be aware that clinical sites outside of Rush
may have additional immunization requirements.
Students with medical and/or religious exemptions will be
required to adhere to state and hospital policies concerning
infection control.
Incomplete Grades
The grade of incomplete (I) is given only when circumstances
beyond the student’s control prevent completion of course
requirements and the student has received permission to
defer completion of these unmet course requirements.
Students must be enrolled during the term in which course
requirements are completed. Students enrolling only to com-
plete requirements for a course in which a grade of incom-
plete was given must register for their program’s Continuous
Enrollment course for zero credit hours. Upon completion
of the course requirements, the incomplete grade will be
replaced by the final grade earned in the course.
A student receiving an incomplete grade in a course may not
begin another course for which the incomplete course is a pre-
requisite. A student who fails to remove the incomplete grade
within the specified time period will receive a final grade of F
or N in the course. It is the student’s responsibility to pursue
the completion of an incomplete grade
Students in the College of Nursing, College of Health
Sciences, the Graduate College and students-at-large typi-
cally must complete the unmet course requirements within
one term after the term in which the incomplete grade was
assigned, and not to exceed one calendar year, unless an
extension is approved. Students in the College of Nursing may
not register for new courses if they have two or more incom-
plete grades.
Rush Medical College students will be informed by the course
instructor and the Oice of Medical Student Programs regard-
ing the specific time frame in which an incomplete grade must
be resolved.
Additional college-specific policies may apply.
Pass/No Pass Grading Option
Designated letter grade courses may be taken as pass/no pass
based on approval by the course or program director. The
pass/no-pass option is college- and course-specific, as is the
proportion of courses that can be taken as pass/no pass. The
decision to take a course for a pass/no-pass grade cannot be
changed after the first Friday of a term.
Repeated Courses
Some courses, such as research and clinical, may be repeated.
These are usually indicated in the course description. All
grades and grade points are counted in the GPA for these
courses. For all other courses that are repeated, only the most
recent grade is counted in the GPA. Both the original course
and the repeated course appear on the student’s transcript.
Rush Medical College oers remediation opportunities for
some courses; these attempts are reflected on the student’s
transcript, along with the original course.
Room Reservations
The Oice of the Registrar is responsible for assigning
academic space, including classrooms, collaborative learning
spaces, small-group/conference rooms, lecture halls, audito-
riums, ballrooms, and testing labs, in the Armour Academic
Center and Triangle Oice Building. Space is limited and first
priority is given to course-related activities.
To obtain space, the date and times of student events
must first be approved by the Oice of Student Life and
Engagement and be sponsored by the organization’s faculty
advisor or the Oice of Student Life and Engagement.
Students-at-Large
Individuals who have not formally matriculated to a degree or
certificate program, but who wish to enroll in a course, may
apply to do so by completing the Student-at-Large applica-
tion within the RUApplying Portal. Completing the application
does not guarantee admission as a student-at-large. Each
college determines which student-at-large applications are
accepted or denied. Students applying to take graduate level
courses must provide an oicial transcript from an accredited
institution showing that they have earned a baccalaureate
degree. Graduates of foreign institutions must have their
transcripts evaluated by an approved evaluator of foreign
transcripts (e.g., ECE and WES) and have an equivalent of a
baccalaureate degree. Representatives from each college will
contact their applicants directly to communicate a decision.
The Oice of the Registrar will administratively register all
SAL applicants approved by their respective colleges.
Rush Medical College and clinical courses from all colleges
are not available to students-at-large.
A final, transcripted grade will be assigned to any course
taken as a student-at-large. Prospective students are respon-
sible for being academically prepared for requested courses.
Current degree- and certificate-seeking students have enroll-
ment priority over students-at-large. Students-at-large may
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
be removed from courses if degree- or certificate-seeking
students need to enroll in them. Refunds will be issued if
payment has already occurred.
A student may accumulate no more than 12 credit hours of
academic credit as a student-at-large. These hours may be
taken within one term or over a period of time. Registration
as a student-at-large that results in more than the allowable
number of hours in the student-at-large status can only be
authorized by the dean or designee of the college oering
the course(s).
Credit earned as a student-at-large will not necessarily apply
toward a Rush degree or certificate program. If a SAL wishes
to be admitted to a degree or certificate program, they must
complete the formal application process.
Any incomplete (I) grade earned as a student-at-large
will revert to a permanent failing grade (F or N) unless
completed by the end of the next academic term. It is the
student’s responsibility to pursue the completion of an
incomplete grade.
Each college determines the student-at-large application
window for their courses being oered in a given term. Late
applications will only be accepted if authorized by the dean
or designee of the college oering the course(s).
If admitted and enrolled as a student-at-large, payment is
due to the Oice of Student Financial Aairs via the Rush
University Portal by the end of the first week of classes of
each term.
Rush employees seeking to use internal educational assis-
tance benefits (EAB) should apply for tuition assistance by
the Human Resources-designated deadline.
Students cannot be admitted to a Rush University degree
or certificate program if they have a current probationary
event as a student-at-large. Students who have already been
admitted when a probationary event occurs will have their
admission rescinded or be dismissed from the program. In
order to be considered for admission, an applicant must be
considered in good academic standing.
Accounts Transcripts from Previous Institutions
As a part of the admission application process, Rush
University requires final and oicial transcripts from all
accredited institutions of higher education that a student
attended, whether or not a degree was earned.
Rush University requires an independent evaluation of
foreign credentials and transcripts, such as by ECE and WES,
when a student completed coursework or a degree outside
of the U.S. or Canada. Non-medical school graduates and
attendees from foreign institutions require course-by-course
U.S. equivalency reports. Evaluations of other types will not
be accepted. Applicants should not submit foreign tran-
scripts in lieu of a foreign credential evaluation. International
medical school graduates and attendees can provide proof
of certification from the Educational Commission for Foreign
Medical Graduates (ECFMG) in lieu of a course-by-course
evaluation.
Individuals who apply using a Centralized Application
Service, or CAS, should submit their final and oicial tran-
scripts and/or foreign credential evaluations directly to the
CAS.
Individuals who are taking prerequisite or other coursework
not listed on their CAS application need to submit their final
and oicial transcripts to the Rush University Oice of the
Registrar. NursingCAS applicants should submit all final
transcripts directly to the CAS system.
Individuals who applied via CAS and did not have their
degree conferred at the time of application must submit
their final, oicial transcript, along with degree conferral
information, to the Rush University Oice of the Registrar.
NursingCAS applicants should submit all final transcripts
directly to the CAS system.
Non-CAS applicants must submit their oicial, final docu-
ments directly to the Rush University Oice of the Registrar.
Rush University Transcripts
Copies of academic transcripts can be obtained at no cost
to students. The transcript is released only with written
consent of the student or as consistent with legal require-
ments. Transcripts will not be released if the student has an
outstanding financial obligation to the University.
Students may complete a transcript request form, which
is available on the Oice of the Registrar’s webpage or by
writing to the Oice of the Registrar, Rush University, 600 S.
Paulina St., Suite 440, Chicago, IL 60612. Students can also
fax requests to (312) 942-2310. The letter or fax must include
the handwritten signature of the student.
Copies of transcripts issued to students will be stamped in
red ink as “Issued to Student.” All transcripts bear the signa-
ture of the Rush University Registrar. Unoicial transcripts
are not produced by the Oice of the Registrar.
Transcript requests made by Rush Medical College students
to support residency applications should be made to the
Oice of Medical Student Programs rather than to the Oice
of the Registrar. A Medical Student Performance Evaluation
(MSPE) letter is included with these requests.
Transfer Credit
General Policies
Rush University will not accept transfer credit from non-
accredited institutions. Only letter-graded courses are eli-
gible for evaluation as transfer credit; pass/no-pass courses
will not be considered.
An oicial transcript from the college or university where
courses were taken must be available in the student’s file to
verify the course level and grade. Transcripts from foreign
institutions must comply with the Transcripts from Previous
Institutions policy.
Undergraduate-level courses cannot be transferred to meet
the requirements of a course taught at the graduate level
at Rush. Transfer credits can only be applied to satisfy the
degree requirements of one program. Once applied, they
cannot be used a second time for a new degree program.
Previously earned program credits at Rush University may
only be used to satisfy the requirements of another program
if they are at the same level (e.g., graduate) and if they meet
the current curricular standards.
The number of credits granted for a given course cannot
exceed the number awarded for the course on the transcript
of the school where the course was taken or the number
earned for the corresponding course at Rush University.
Credits earned on the quarter system will be converted into
semester credits where applicable. A quarter credit is equal
to two-thirds of a semester credit (e.g. three quarter-system
credits equals two semester credits).
Course information from originating institutions, includ-
ing grades, is not recorded on the student’s transcript. The
Rush University transcript will note the internal course
equivalency, the number of credits accepted as transfer and
a grade of T. The number of transfer credits is added to the
student’s cumulative total credits. However, transfer credits
are not calculated in a student’s grade-point average, GPA,
calculation.
Undergraduate-Level Policies
Rush University may accept up to 90 quarter hours or 60
semester hours of credit toward general education and
other lower-level, undergraduate course requirements.
General-education transfer credits are noted on student’s
Rush transcripts as blocks; one-to-one equivalencies are not
presented.
Undergraduate courses must be completed with a C or bet-
ter to be awarded credit.
Graduate-Level Policies
Graduate-level transfer credit is subject to the approval of
the major advisor, program or division director, or des-
ignated college administrator based on an evaluation of
quality and equivalence. No more than one-third of the total
number of required credits may be granted to a graduate-
level student as transfer credit for work done at another
graduate institution.
Graduate courses must be completed with a B or better to
be awarded transfer credit.
Enrollment
Enrollment Status Definitions
Students working toward a degree or certificate and who
are enrolled at least half-time may be eligible for student
financial assistance. These students may also be eligible
to have their federal educational loans deferred. Students
are considered full-time or half-time each term based on
the below credit criteria. Rush University students must be
registered for one of the enrollment statuses below during
any academic term to maintain an active student status.
Students who are enrolled in externships or clinical work for
less than nine credit hours may be considered enrolled full-
time for credit hour purposes regardless of the amount of
clinical work that is expected per credit hour.
Full-Time Status for Select Populations
PhD, professional doctorate, and master’s students complet-
ing dissertations, externships or theses, respectively, may
be considered full-time if they meet the following conditions
each term:
• Register for nine or more graduate-level credit hours
• Or register for a minimum of two credit hours of disserta-
tion, externship or thesis coursework
Full-time Half-time
Rush Medical College
students
All enrolled students are
considered full-time
Graduate students 9 credits 4.5 credits
Undergraduate students 12 credits 6 credits
Select student
populations
(dissertation-, thesis- or
externship-completing
students)
2 credits 1 credit
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Students may register for additional courses as needed or
that are required by their programs. However, if register-
ing for less than nine credit hours, the term’s enrollment
must include a minimum of two credit hours in dissertation,
externship, or thesis coursework to be considered full-time.
Students may register for additional courses as needed or as
required by their programs. However, if registering for less
than nine credit hours, the term’s enrollment must include a
minimum of two credit hours in dissertation, externship or
thesis coursework to be considered full-time.
Individual graduate programs may set guidelines on
research enrollments, including which academic milestones
should be passed before enrollment in dissertation or thesis
hours are permitted. Once students successfully defend
their dissertation or thesis, no further research enrollments
are necessary. Each student will be allowed one term of con-
tinuous enrollment to finalize all work related to the defense
of their dissertation or thesis. During this term, the student
should apply for graduation, and graduation should not be
deferred beyond this point.
Students with questions about their financial aid eligibility
and enrollment status should contact the Oice of Student
Financial Aid.
Registration
Adding/Dropping Courses
The first Friday of the term is the last day a course can be
added through the Rush University Portal without instructor
approval. A course dropped during the first week of the term
will not appear on the student’s transcript. After that date,
one of the following applies:
• Course(s) dropped in weeks two through 13 of a term will
be issued a grade of W for the course.
• Course(s) dropped after week 13 of a term will be issued a
final grade for the coursework completed.
• No course may be dropped after the last day of classes or
after a final evaluation of the student has been delivered.
No withdrawals are allowed during the final examination
period.
Rush Medical College students who want to change their
clinical schedules must contact the Oice of Medical
Student Programs at least four weeks before the start of the
scheduled rotation.
For additional information concerning tuition refunds, please
refer to Financial Aairs: Tuition Refund Policy.
Auditing a Course
A student wishing to attend a course without completing
all the requirements for credit must register to audit the
course with permission of the course and program directors.
If space in class is limited, continuing and new students have
priority.
Registration in a course cannot be changed from audit to
credit or credit to audit after the first week of the term. A
student who has audited a course may not apply for credit
for that course at a later time.
Fees associated with auditing a course are listed in the
Tuition and Fee Schedule.
Auditing of clinical courses is prohibited.
Auditing of courses with a laboratory component may be
permitted with program director approval.
An auditing student:
• May participate in class discussion only at the invitation
of the course director
• Is prohibited from taking examinations
• Is expected to attend class
An audited course will appear on the student’s transcript
with the designation of AU upon successful completion;
credit hours are not assigned. If the student does not attend
the class, a grade of W will be assigned.
Rush Medical College (RMC) does not allow students
to audit RMC courses except with the permission of the
Committee on Student Evaluation and Promotion (COSEP).
Course Schedule
The course schedule is available on the Rush University
Portal typically one week before the registration period
begins. The Oice of the Registrar will generally send an
email announcement to students’ Rush University email
accounts regarding availability of the course schedule; new
students will also receive this notification to their personal
email accounts. Registration dates and deadlines are pub-
lished in the academic calendar.
Changes to the course schedule, including updates to meet-
ing times, instructors, classrooms and added/closed/can-
celed courses will be updated on the Rush University Portal.
Independent Study
To register for an independent study course, the student’s
program coordinator, advisor, or program director will
approve the proposed course and its objectives. The request
to create the independent study course should be sent to
University Scheduling and include the instructor/course
director, course title, course description, number of credit
hours and grading system.
Once the course is created, the Oice of the Registrar will
contact the student’s college to inform of the status of the
course and the student’s registration status.
Nursing students complete an independent study contract
form, which is available on the Oice of the Registrar’s
webpage. The form is used to identify the objectives of the
study and a plan to meet those objectives is described. This
form should be completed and approved by the preceptor,
department chair and the program director no later than the
first day of the term in which the independent study is to be
taken. The student’s preceptor keeps the contract.
Health Systems Management students also complete a
separate independent study form, which is available in the
Department of Health Systems Management.
Registration Process
Classes are filled according to the following priority order:
1. Continuing students
2. New students
3. Students-at-large
It is the responsibility of new and continuing students in
programs not participating in batch registration to regis-
ter using the Rush University Portal each term during the
designated registration period. Late fees may be applied to
students who register or who are batch registered during
the late registration period.
To register for any given term, no student can have a reg-
istration hold (i.e., missing transcripts, missing/out-of-date
immunizations, insurance waivers, financial holds). If the
hold is removed before the end of the registration period,
the student can register without penalty. If the hold is not
removed by the end of the registration period, the student
will need to complete an add/drop form with the Oice of
the Registrar as soon as the hold is resolved; a late registra-
tion fee may be assessed.
Registration is complete only when tuition and other
charges for the term are paid or satisfactory arrangements
for payment are made. Tuition is always due on the first day
of the term.
Students who register for a class and subsequently decide
to withdraw without completing an add/drop, leave of
absence or voluntary withdrawal form will receive a failing
grade (F or N) for that course.
Batch/Administrative Registration
Some programs participate in batch, or administrative, regis-
tration. Students in these programs do not register them-
selves for classes in the Rush University Portal or utilize
the add/drop form to make registration changes. Students
should consult the portal to confirm the accuracy of their
registrations.
Withdrawal and Leave of Absence
Administrative Withdrawal
Administrative withdrawal refers to a student’s permanent,
University-initiated departure from the University without
the expectation of the student’s return.
Rush University requires continuous enrollment in most of
its programs from the time a student matriculates through
a student’s graduation. Students are required to either be
registered each term or on an approved leave of absence. If
the student has decided to withdraw from Rush, voluntary
withdrawal paperwork must be submitted to the Oice of
the Registrar before the voluntary withdrawal will become
oicial.
A student who is not registered, on an approved leave of
absence or who has not submitted paperwork to volun-
tarily withdraw will be administratively withdrawn from
the University at the end of the term in which the student
stopped attending. The administrative withdrawal is posted
to the student’s transcript. Students wishing to return to
Rush in the future need to apply for readmission.
Voluntary Withdrawal
Voluntary withdrawal refers to a student-initiated, perma-
nent departure from the University without expectation of
the student’s return.
After matriculation to Rush University, a student may not
arbitrarily cease registration. All students are required to
maintain continuous enrollment or risk administrative with-
drawal due to unexplained nonregistration.
Any student withdrawing from the University must give
formal notification by completing a petition for withdrawal
or leave of absence form, which requires the student to
obtain specific signatures. The Oice of the Registrar is the
designated oice that a student must notify if withdraw-
ing from the University. The petition for withdrawal or leave
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of absence form may be obtained from the Oice of the
Registrar or online. The date when the student begins the
withdrawal process is the oicial date used in processing the
form.
Withdrawal forms submitted during the current term for the
next term or during a break period will use the day after the
end of the current term as the oicial withdrawal date that
will be used for processing the form.
A student may not withdraw from classes during the last
three weeks of any term. A student who submits a voluntary
withdrawal form during the last three weeks of the term will
receive grades in the registered courses.
Oicial withdrawal from the University entitles a student to
a tuition refund from the first through the fifth weeks of the
term. No other fees are refundable. The lower refund per-
centage is valid beginning the next Monday at midnight.
Leave of Absence
After matriculation to Rush University, a student may not
arbitrarily cease registration without notice. All students are
required to maintain continuous enrollment or risk admin-
istrative withdrawal after one unregistered term. A leave of
absence, or LOA, is approved and granted for the term for
which the LOA is desired or as otherwise approved by the
college.
It is the student’s responsibility to communicate directly
with their college regarding the disposition of the request
for the LOA. Students who request a LOA may be displaced
into a subsequent cohort, required to take a revised program
of study upon return to the University or be delayed in their
progression through the program based on availability of
courses or clinical placements, or both.
Students may be eligible for an LOA only after they have
completed and submitting to the Oice of the Registrar
the petition for leave of absence required by each college.
Failure to complete and submit the petition for leave of
absence form will make the student ineligible for any refunds
and obligated for the full term’s insurance charges. The date
that the student begins the process of applying for an LOA
is the oicial date that will be used in processing the form.
The day after the end of the current term will be the oicial
date used in processing an LOA form submitted during the
current term for the next term or during a break period.
For all approved LOAs, the last date of actual class atten-
dance will be the date of record for calculating financial aid
disbursements and returns.
A student who initiates a petition for leave of absence form
after the first week of the term will receive a withdrawal
grade on the transcript for any coursework.
No classes may be withdrawn during the last three weeks
of any term. A student who initiates a petition for leave of
absence form on or after the Monday beginning the last
three weeks of the term will receive grades in the registered
courses and will be subject to an academic progression
review based on the assigned grades.
Each degree has a time limit for completion that includes
LOA time. The decision to include the LOA in calculating
the time limits for completion of the degree is within the
discretion of each college. The maximum time that will be
approved for a single LOA is 12 consecutive months. Each
college may have a maximum length of accumulated LOA.
Returning From a Leave of Absence
Students are responsible for registering themselves for the
term in which return from an approved LOA. This registra-
tion must occur during the designated priority registration
period. Registration outside of this period will result in a late
registration fee. Students are responsible to consult with
their adviser or program director regarding required courses
for the term of re-entry. Rush Medical College students
should consult with the appropriate assistant dean to deter-
mine required courses. Students must satisfy the conditions
of the LOA before re-entering and must comply with all
policies, requirements and course sequences in eect at the
time of re-entry.
A request to extend an LOA requires a new clearance form
submission. A request to extend an LOA requires only the
signatures of the student’s program director, adviser or
designated administrator of the college. The completed form
must be submitted to the Oice of the Registrar no later
than the first Friday of the term for which the extension is
requested.
Students who cannot return and who do not have an LOA
extension approved must withdraw from the institution.
Students who don’t return from their LOA on the originally
approved date risk administrative withdrawal.
Student Records
Name, Address and Phone Number Changes
Rush University requires that student academic records
exist under the student’s legal name.
The Oice of the Registrar maintains the current oicial
listing of student names and addresses for Rush University.
It is each student’s responsibility to keep the Oice of the
Registrar informed of changes.
Name changes require, at the time of the request, oicial
documentation verifying the new name. Examples of oicial
documentation verifying a new name include the follow-
ing: Social Security Card, government-issued ID (passport,
driver’s license or state-issued photo ID) or court order.
Privacy and Confidentiality of Student Records
and FERPA
Rush University takes seriously its commitment to protect
the privacy of its students and their education records. In
addition to upholding the Family Educational Rights and
Privacy Act of 1974, or FERPA, Rush University has taken
further steps to protect privacy by extending similar benefits
aorded to enrolled students under FERPA to individu-
als who are applying for admission. If a specific privacy or
confidentiality question is not answered in this text, please
contact the Oice of the Registrar.
Nothing in this policy may be construed to prohibit the
University from disclosing information provided to the insti-
tution under the Violent Crime Control and Law Enforcement
Act concerning sex oenders who are required to register.
Family Educational Rights and Privacy Act of 1974 (FERPA)
FERPA is a federal law designed to protect the privacy of
students’ educational records. Educational records are those
that contain information or documentation directly related
to a student that is recorded in any way, including records
produced by handwriting, computer, email, audio, video, etc.
Educational records contain information directly related to a
student and are maintained by Rush University or any party
acting on its behalf.
FERPA protects the privacy of students’ educational records
by setting strict instructions and limitations governing
the release of information about students. Though FERPA
contains exceptions for the release of directory information
without a student’s prior written consent, students have the
right to request that even directory information be withheld
from disclosure to third parties.
Given the restrictions of FERPA, faculty and sta should
assume all students must provide written consent that fol-
lows the format specified in FERPA before any educational
records may be released to anyone other than the student.
Without written consent, information cannot be released to
any third party, including students’ parents, relatives and
friends. Particularly sensitive information includes stu-
dents’ Social Security numbers, race or ethnicity, gender,
nationality, academic performance, disciplinary records, finan-
cial aid information and grades.
Privacy During the Admissions Process
Rush University has chosen to take additional steps to protect
Rush University has chosen to take additional steps to protect
a person’s privacy by extending to individuals who are apply-
ing for admission similar benefits aorded to enrolled stu-
dents. This privacy protection covers all applicants and their
application materials throughout the admissions process.
The application process exists between the applicant and a
Rush University admissions oice; therefore, any communica-
tion about candidates and their application status to parties
beyond these entities is not acceptable unless school oicials
has a legitimate educational interest to know this information
in order to fulfill their professional responsibilities. All those
involved in the admissions process (e.g., admissions commit-
tee members, interviewers, admissions sta) must adhere to
these guidelines.
Directory Information
Rush University may establish categories of information
known as directory information and release this informa-
tion without student consent, upon request. Rush University
designates the following personally identifiable information
contained in a student’s educational record as directory
information:
• Student’s full name
• Address (local and permanent)
• Telephone number (local and permanent)
• Rush pager number (relevant to third- and fourth-year
Rush Medical College students only)
• Rush email address
• Major and minor field(s) of study, including the college,
division, department and/or program in which the student
is enrolled
• Student’s classification (e.g., junior, senior) or by number
referring to such
• Dates of attendance and graduation, and degrees received
• Date and place of birth
• Photograph or other electronic images*
• Honors and awards received
• Previous colleges/universities attended
• Degrees earned at previous colleges/universities
• Rush Medical College postgraduate appointment (program,
institution and state)
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Students may restrict the release of their directory informa-
tion by completing and submitting the directory information
restrictions form available on the Oice of the Registrar’s
webpage.
The decision to restrict directory information will apply
to all requests from third parties (other than those who
already have legal access to these data elements), including
prospective employers. A student must formally rescind a
restriction of directory information by submitting a subse-
quent directory information restrictions form.
* Rush University records both visually and audibly many
campus events and daily activities, such as classes,
commencement, convocations, student events and other
public occasions. These images, as well as other informa-
tion about students, are published (e.g., print media; Rush
website) regularly as part of the University’s coverage of
campus life and portrayal of the University to a variety of
audiences. The University’s policy is to restrict the use of
any photograph/electronic image to the representation,
marketing or promotion of Rush activities only.
Annual Notification of Student Rights Under FERPA
Rush University notifies students annually of their rights
under FERPA with respect to their educational records.
These rights include the following:
1. The right to inspect and review the student’s educa-
tional records within 45 days of the day the University
receives a request for access. If an educational record
contains information about other students as well, the
requesting student may inspect and review only their
specific information.
Students should submit written requests that identify the
record(s) they wish to inspect to the University regis-
trar, dean, head of the academic department or another
appropriate oicial. The University oicial will make
arrangements for access and notify the student of the
time and place for record inspection. If the records are not
maintained by the University oicial to whom the request
was submitted, that oicial shall advise the student of the
correct oicial to whom the request should be addressed.
The University may deny a request for copies of edu-
cational records when the requestor refuses to furnish
proper identification and/or information required by the
University.
2. The right to request amendment to an educational
record the student believes is inaccurate.
Students may ask the University to amend a record they
believe is inaccurate. They should write the University
oicial responsible for the record, clearly identify the
part of the record they want changed, specify why it is
inaccurate and provide the accurate information. If the
University decides not to amend the record as requested
by the student, the University will notify the student of
the decision and advise the student of their right to a
hearing regarding the amendment request. Additional
information regarding the hearing procedures will be
provided to the student when notified of the right to a
hearing.
3. The right to consent to disclosure of personally iden-
tifiable information contained in the education record,
except to the extent that FERPA authorizes disclosure
without consent.
One exception, which permits disclosure without consent,
is disclosure to school oicials with legitimate educa-
tional interests. A school oicial is a person employed by
the University in an administrative, supervisory, aca-
demic, research or support sta position (including law
enforcement unit personnel and health sta); a person or
company with whom the University has contracted (such
as an attorney, auditor or collection agent); a person
serving on the Board of Trustees; or a student serving on
an oicial committee (such as a disciplinary or grievance
committee or assisting another school oicial in perform-
ing tasks). A school oicial has a legitimate educational
interest if the oicial needs to review an education record
in order to fulfill a professional responsibility
4. The right to file a complaint with the U.S. Department
of Education concerning alleged failures by Rush
University to comply with the requirements of FERPA.
The following is the name and address of the oice that
administers FERPA:
Family Policy Compliance Oice
U.S. Department of Education
400 Maryland Ave. SW
Washington, DC 20202
Commencement/Graduation Activities
Completion of the intent to graduate form signals a stu-
dent is ready to graduate. By completing the form, the
student is giving permission to the University to print the
following information in any Rush graduation program
and/or announce this information at any Rush graduation
ceremony: the student’s name as indicated on the intent
to graduate form, any honors or awards received, the Rush
degree and major the student is earning, previous colleges/
universities attended and degrees earned at those previous
colleges/universities.
If a directory information restrictions form was previously
submitted, the student’s submission of the intent to gradu-
ate form temporarily releases — for graduation ceremony/
program purposes only — the directory information restric-
tions enacted by the student so that the information can
be published in any Rush graduation program and/or
announced at any Rush graduation ceremony.
In addition, the student’s submission permits Rush University
to release the student’s name and address to the external
photography vendor with whom Rush contracts and to have
the vendor place graduation photographs of the student
on its website. The student’s submission also allows the
University to publish the student’s photo in a picture com-
posite and the student’s image in a commencement cer-
emony DVD that is created and distributed. The recording
of the graduation ceremony could also appear on the Rush
University website and/or social media sites, including but
not limited to YouTube and Facebook. Finally, if the student
is a medical student, the student’s signature permits publica-
tion of the student’s name, photograph, previous degrees
earned and other information in the Rush Medical College
yearbook.
If there are questions about how the information will be used
for graduation or commencement purposes, please speak
with the Oice of the Registrar before submitting the intent
to graduate form.
Educational Records
Rush University does not maintain educational records in
one central oice. Educational records are maintained in
the Oice of the Registrar and in the respective college
and department oices. Other educational records are
maintained in the Oice of Student Financial Aid (financial
aid information, student employment), Oice of Student
Financial Aairs (financial account payment information),
Oice of International Student Services and other oices.
Questions regarding individual student records should be
directed to the appropriate location.
Rush University will not issue copies of transcripts received
from other institutions to anyone, including the student.
Deceased Student Records
Rush University may, upon the death of a student, release
the student’s educational records to a third party. This is
done at the sole discretion of Rush University.
Mailing Lists
Rush University does not release student directory infor-
mation in mailing lists, except to comply with the federal
Solomon Amendment.
Additional Questions
The Oice of the Registrar is the compliance oice for
FERPA for Rush University. If there are additional questions,
please contact the Oice of the Registrar:
600 S. Paulina St., Suite 440
Chicago, IL 60612
(312) 942-5681
registrars_o[email protected]
Institutional Policies
Drug and Alcohol Free Workplace
Rush University and Rush University Medical Center (here-
inafter, collectively referred to as Rush) comply with the
requirements of the Drug-Free Schools and Communities
Act (DFSCA), and the Drug-Free Workplace Act, and our
policy implements those requirements. In accordance with
the laws, Rush will review its compliance eorts on a biennial
basis to measure eectiveness and to ensure that the stan-
dards of conduct and conduct sanctions are appropriate and
have been consistently enforced.
Violations of the Drug and Alcohol Free Campus policy
include, but are not limited to, unauthorized use, possession
or sale of drugs, alcohol or other controlled substances on
Rush premises, including the smoking or vaping of cannabis.
This information is distributed annually on every first
Monday of October, and it is provided on an ongoing basis
during student, faculty and sta orientations and meetings.
Distribution occurs in a variety of ways including, but not
limited to, U.S. mail, electronic transmission, within registra-
tion and/or orientation materials, as a Leap Online module,
on Blackboard and/or by personal distribution during classes
or meetings.
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Tobacco-Free Work Environment
Rush University Medical Center supports the surgeon gen-
eral’s report on use of tobacco products as a major cause
of preventable death. Tobacco use has been documented
to contribute significantly to health problems for those who
engage in the practice and those who are subjected to an
environment where tobacco smoke is present.
Rush University Medical Center, to be consistent with its
mission, seeks to promote the health, safety and quality of
life of all members of the Rush community. To that end, Rush
is a smoke- and tobacco-free campus. Tobacco products
that are prohibited include, but are not limited to, cigarettes,
cigars, pipes, e-cigarettes, vaping devices, all forms of
smokeless tobacco and other products made primarily with
tobacco.
1. In accordance with these standards, Rush prohibits smok-
ing, vaping or the use of tobacco products by anyone
— including employees, patients, visitors, physicians,
students, faculty, volunteers and contractors — on the
Rush campuses.
2. Regarding premises outside of the Rush campuses, smok-
ing, vaping or the use of tobacco products is prohibited
in all buildings or on grounds owned, leased or controlled
by Rush wherever located, including adjacent public side-
walks and adjoining properties. This policy may be limited
by the policies of the landlord or third-party tenants of
such premises.
3. Smoking, vaping or tobacco use is prohibited in Rush
owned, leased or controlled vehicles wherever located.
4. Smoking, vaping or tobacco use is prohibited within 15
feet of all Rush shuttle bus stops, immediately adjacent to
Rush campuses.
5. Signs indicating Rush is a tobacco-free environment are
posted at each entrance.
6. Potential new hires will be informed of the tobacco-free
work environment at the time of employment application.
7. Current tobacco use will be asked at time of health
screening. Those with a positive history will be given
referral information for smoking cessation.
8. The tobacco-free work environment and policy will be
reviewed at new employee orientation.
9. While this policy does not require employees to quit
tobacco use, Rush supports and encourages all eorts by
employees to quit tobacco use.
10. Rush oers smoking cessation and coping programs to
employees and encourages them to participate. For more
information, please contact ChooseHealth@rush.edu or
(312) 942-7479.
11. It is the responsibility of all Rush sta, faculty, students
and employees to ensure compliance with this policy.
Enforcement of this policy is a shared responsibility of all
Rush personnel.
12. Employees violating this policy will be subject to
disciplinary action (see Human Resources Policy and
Procedures - Code of Conduct).
Diversity, Equal Opportunity and Inclusion
For over three decades, the Rush approach to equal
opportunity, diversity and inclusion has not wavered. Our
approach is that these are essential components of the
best employment, educational and health care practices
and must be furthered. This is a continuation of a policy
that emanated from the hospital charters of 1865 and 1883
and the documents governing the establishment of Rush
University in 1972.
In certain instances, the implementation of this policy and
our goals in this area require the use of airmative initia-
tives. At Rush, these initiatives are focused on strong
recruitment, development and retention eorts — not on
quotas — and these recruitment and programming eorts
will be continued, consistent with federal, state and munici-
pal guidelines.
Rush is committed to attracting students who will enable the
student body to achieve the educational benefits of diver-
sity and to providing services to all students, faculty and
employees on a nondiscriminatory, equitable basis.
Discrimination or harassment against any member of the
Rush community because of race, color, religion, national
origin, creed, age, ancestry, disability as defined by Section
504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act, gender, gender identity and/or expression,
marital or parental status, national origin, pregnancy, sexual
orientation, veteran status or any other category or cat-
egories protected by federal or state law or local ordinance
that excludes an individual from participation, denies the
individual the benefits of, treats the individual dierently
or otherwise adversely aects a term or condition of an
individual’s employment, education, living environment or
participation in a Rush program or activity. This includes
failing to provide reasonable accommodation consistent with
state and federal law to persons with disabilities.
Inquiries regarding the policy should be directed to the
equal opportunity oicer by telephone at (312) 942-5239 or
email at Institutional_Equity@rush.edu.
Additional resources may be found within the following
University oices:
Oice of Student Diversity and Community Engagement
Armour Academic Center
600 S. Paulina St., Suite 984B
Chicago, IL 60612
(312) 942-0725
Prohibition Against Harassment, Discrimination
and Sexual Misconduct
Introduction
Rush is committed to the principles of equal opportunity and
promoting and maintaining an environment that emphasizes
the dignity and worth of every member of its community.
Rush strives to have an environment that is free from unlaw-
ful Sexual Harassment. Rush complies with Title IX of the
Higher Education Amendments of 1972 and its implementing
regulations, which prohibits Sexual Harassment that occurs
within its education programs or activities For purposes of
this policy, Sexual Harassment includes Quid Pro Quo Sexual
Harassment, Hostile Environment Sexual Harassment,
Sexual Assault, Domestic Violence, Dating Violence, and
Stalking.
Rush has a legal duty to prevent and redress Sexual
Harassment that occurs within its education programs
or activities, as well as a moral and ethical duty to do so.
Indeed, such conduct is contrary to Rush’s values, repre-
sents professionally and socially irresponsible behavior; and
can damage the trust, influence and reputation of Rush and
the medical profession. Moreover, because Rush’s primary
mission of furthering the public good relies on maintaining
public trust and confidence, it is essential that every mem-
ber of the Rush community share in the responsibility for
meeting our community’s conduct expectations. It is equally
important that members of our community appreciate the
impact Sexual Harassment that occurs within Rush’s educa-
tion programs or activities can have on our environment, and
the potential for severe consequences for such behavior.
Policy Statement
Rush strictly prohibits all forms of Sexual Harassment
against any member of the Rush community, including but
not limited to students, house sta, members of the faculty,
all employees, volunteers, guests and vendors (the “Rush
Community”).
Members of the Rush Community who commit Sexual
Harassment are subject to the full range of discipline includ-
ing verbal reprimand; written reprimand; mandatory training,
or counseling; mandatory monitoring; partial or full proba-
tion; partial or full suspension; permanent separation from
the institution (that is, termination or dismissal); physical
restriction from Rush property; cancellation of contracts;
and any combination of the same.
Rush will provide persons who have experienced Sexual
Harassment ongoing remedies as reasonably necessary to
restore or preserve access to the Rush’s Education Programs
or Activities.
Reporting and Response Procedures
This policy, the Prohibition against Sexual Harassment in
Rush Programs and Activities (hereinafter “this Policy” or
“the Policy”), is administered by the Title IX Coordinator
and the Oice of Institutional Equity (hereinafter “Oice of
Institutional Equity” or “OIE”). The Policy addresses Rush’s
obligations under relevant provisions of the implementing
regulations of Title IX of the Higher Education Amendments
of 1972 and the Violence Against Women Reauthorization
Act of 2013 (also known as the Campus SaVE Act), the
Preventing Sexual Violence in Higher Education Act, and
other relevant laws. Rush values the fair, prompt and equi-
table inquiry into allegations that arise under this Policy.
Sexual Harassment will not be tolerated.
It is central to the values of Rush that any member of the
community who believes that they have witnessed or been
the target of Sexual Harassment feel free to report their con-
cerns for an appropriate response and investigation, without
fear of retaliation or retribution. Rush will respond to reports,
Formal Complaints, or information about incidents of Sexual
Harassment by stopping the prohibited conduct, taking
steps to prevent the recurrence of prohibited conduct, and
addressing its eects on campus or in any Rush programs
and activities regardless of location. Rush expects that all
reports made under this Policy will be brought in good faith.
All reports and concerns about conduct that may violate
this Policy (including retaliation for reports made pursuant
this Policy) should be filed with Rush’s Title IX Coordinator
or the Oice of Institutional Equity: at Institutional_Equity@
Rush.edu. Confidential reports can also be made through
the Rush Hotline at (877) 787-4009 or via the Rush web
reporting tool at rush.ethicspoint.com. Anonymous reporters
do not need to identify themselves, but are asked to provide
enough information to enable an investigation. Upon receipt
of a complaint, the equal opportunity oicer will evaluate
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the information received and determine what further actions
should be taken. The policies can be found online at rushu.
rush.edu/sexual-harassment-and-assault-prevention.
Resources
For more information on the Rush policies against harass-
ment, discrimination and sexual misconduct, contact:
Title IX Coordinator
(312) 942-5239
Institutional_Equity@Rush.edu
University Student Refund Policy
Purpose/Introduction/Background
The Student Refund Policy provides students an opportunity
to formally withdraw prior to the start date of an academic
term without being responsible for tuition. Students decid-
ing to withdraw after the oicial start date of the term will be
refunded according to the schedule shown below. Students
are responsible for any tuition or fee balances due until such
time they are formally notified by Rush University in writing
of their withdrawal status.
Non-refundable guidelines:
• Refunds are not granted for course(s) where the student
has received a grade.
• Refunds are not granted to students who are part of a
current disciplinary hearing, have been suspended, dis-
missed, expelled or for other disciplinary reasons making
them ineligible to further matriculate in their program of
study.
Refunds will not be granted where Rush University has
changed the delivery of course or program modality to
ensure the safety and health of students (see policy and
procedure sections).
Policy Statement and Tuition Refund Schedule
Oicial voluntary withdrawal, leave of absence, military
service or withdrawal from the University (excluding with-
drawals as noted in the non-refundable guidelines) or from
course(s) entitles a student to a refund of tuition accord-
ing to the schedule below. *Note: Rush University does not
dierentiate tuition rates for online or remote courses from
courses that are oered onsite (see student refund proce-
dures section for additional details).
Any student requesting a refund for course(s) or oicially
withdrawing from a program must initiate the process with
their program director and submit the appropriate forms and
documentation to the Oice of the Registrar.
Tuition Schedule
Alternate Refund/Grading
This alternate refund/grading policy does not apply to Rush
Medical College students.
Timeframe
Percent of
Refund
Withdrawal during the first week 100%
Withdrawal during the second week 80%
Withdrawal during the third week 60%
Withdrawal during the fourth week 40%
Withdrawal during the fifth week 20%
After the fifth week 0%
Course Type
Percent of
Refund
Pure Compressed Weekend Course
(Friday/Saturday/Sunday without any pre-class or
post-class work)
Before first class meeting 100%
After the first class meeting 0%
Two-Week Course
Before first class meeting 100%
Week 1 50%
Week 2 0%
Five-Week Course
Before or during week 1 100%
Week 2 50%
Week 3 - 5 0%
*Weeks are based on calendar days
*Weeks are based on calendar days
Procedures
Student Refund Process
• Rush University will notify students of the status of their
refund request in writing within 10 business days upon
receipt of a refund request.
• A check or direct deposit for the refund amount, less any
amount owed to the University for other charges, will be
sent to the student.
• Refunds will be shown as credits on the student’s
account.
• Refund checks are typically processed within two weeks
and mailed to the student’s address listed in the oicial
University Student Information System.
Refund Appeals
• Students in good standing with the University may file
a refund appeal. Students who are part of an ongoing
disciplinary hearing, have been suspended, dismissed,
expelled or have any other disciplinary reasons are ineli-
gible to file a refund appeal.
• Students initiating a refund appeal because they were
denied must appeal in writing to the University Refund
Review Committee.
• All written refund appeals must be filed within 30 days of
the denied refund request.
• All appeal decisions are final.
*In circumstances where Rush University courses or pro-
grams of study must be converted to a remote modality to
protect the public health, safety or security for students, as
long as all accreditation standards are met, no refunds will
be issued in accordance with this student refund policy.
Cancellation of Classes
Students will receive a full refund for courses that are
cancelled.
Withdrawal for Active Military Service
Students called to active military service are entitled to
receive a refund of tuition and any adjustments to financial
aid.
Nonattendance in Courses
Students are required to oicially withdraw from courses
by completing the Add/Drop Request on the Oice of the
Registrar webpage within the designated refund period.
Failure to oicially withdraw from courses does not entitle a
student to a refund.
Non-Academic Fees
Student Health Insurance refunds
• Students who voluntarily withdraw or are dismissed from
course(s) or from the University, and are enrolled in the
student health insurance plan, you are responsible for 100
percent of the insurance charge posted on your student
account for that term unless the student submits a waiver
for that term during the health insurance open enrollment
and waiver period (this option is valid only for non-Medi-
cal College students).
• Students who request a Leave of Absence, and wish to
remain enrolled in the student health insurance plan
throughout their Leave of Absence, will have the charges
posted on the student account for the eective terms.
Please see Rush University Student Health Insurance
Policy for further details.
Rush Medical College’s tuition and fees cover Student
Health Insurance coverage during the period of active
enrollment, therefore students are not eligible for any health
insurance refunds nor are students required to pay any
additional cost for insurance coverage. See Rush University
Student Health Insurance Policy for further details.
Tailor Lofts Student Apartments
Students are solely responsible for all Tailor Lofts Student
Apartments leasing obligations (i.e., rent, utilities, etc.) for
the term of the lease agreement. Regardless of voluntary or
involuntary withdrawals, dismissals or extenuating circum-
stances, student will be responsible for all leasing responsi-
bilities included in the Tailor Lofts lease agreement.
Extenuating Circumstances
Request for refunds based on extenuating circumstances
will be reviewed on a case-by-case basis. Verifiable docu-
mentation is required to substantiate the extenuating
circumstance.
Students requesting a refund for extenuating circumstances
should provide documentation and submit the Petition for
an Extenuating Circumstances Refund form to the Oice of
the Registrar.
Examples of an acceptable extenuating circumstance
• Injury or illness that significantly impacted the student’s
ability to continue attending classes
• Military deployment/active duty
• Death of an immediate family member (parent, spouse,
civil union partner, child, brother or sister)
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Examples of documentation of an extenuating circumstance
• A signed statement from a licensed medical practitioner
that documents the nature of the illness, including the
beginning and ending period of the illness
• Active military orders that include the beginning and end-
ing dates of deployment
• A copy of the oicial death certificate
Active Military Service Withdrawal
Students who are called to active duty should submit the
Leave of Absence form, including the military leave papers
with dates of military service, to the Oice of the Registrar
for processing.
Assumption of Risk for Students
Rush University (“Rush”), inclusive of the Colleges within,
and its Clinical Partners provide opportunities for students
enrolled in health sciences programs at Rush to engage in
learning experiences and, as applicable, participate in on-
campus and clinical experiences, including but not limited to
clinical rotations (“Clinical Programs”). Students returning to
campus, engaging in learning experiences and participating
in Clinical Programs (referred to herein as “Students”) know-
ingly and voluntarily subject themselves to certain risks
related to healthcare education.
In light of the novel coronavirus, COVID-19, Rush and its
Clinical Partners are taking certain new precautions and
ensuring that all Students are aware of the potential risks
inherent to returning to campus, attending classes or other
learning experiences and participation in Clinical Programs.
Students voluntarily and willingly assume certain risks in
returning to campus, attending classes and participating in
and completing Clinical Programs, which are completed for
their own benefit.
COVID-19 is a highly infectious, life-threatening disease
declared by the World Health Organization to be a global
pandemic. There is no current vaccine for COVID-19. COVID-
19’s highly contagious nature means that contact with others
or contact with surfaces that have been exposed to the
virus can lead to infection. Additionally, individuals who may
have been infected with COVID-19 may be asymptomatic
for a period of time or may never become symptomatic at
all. Because of its highly contagious and sometimes hidden
nature, it is currently very diicult to control the spread of
COVID-19 or to determine whether, where or how a specific
individual may have been exposed to the disease. Aware of
the foregoing, you are voluntarily returning to the campus of
Rush and/or Clinical Partners.
There is a potential risk inherent in returning to campus,
attending classes or other learning experiences and/or par-
ticipating in Clinical Programs. Students may be exposed to
and/or care for patients who are ill with infectious diseases,
and as a result may be at heightened risk for contract-
ing infectious diseases, including COVID-19. Students may
also be exposed to infectious disease, including COVID-19,
through exposure from other members of the Rush commu-
nity, including students, faculty, sta and patients.
Students will be required to comply with any and all safety
precautions and guidelines set forth by Rush, and for
Students who are participating in Clinical Programs (referred
to herein as “Student Participants”), and any additional
safety precautions and guidelines set forth by Rush and/
or the Clinical Partner at which the Student is completing
a Clinical Program. Such precautions and guidelines may
be updated at any time. In particular, Student Participants
who are working with or around patients who have or may
have COVID-19 (e.g., Student Participants who work in a
“COVID-19 wing”), or who have been otherwise directed
to do so by Rush or a Clinical Partner, are required to wear
personal protective equipment (“PPE”). Student Participants
are solely responsible for notifying the Clinical Partner and
Rush (through the relevant program director or supervis-
ing faculty member) if PPE has not been provided. Student
Participants are solely responsible for using PPE correctly
and for following any other requirements set forth by Rush
and/or Clinical Partners.
Student Participants are also required to comply with any
best practices related to the provision of health care gener-
ally (e.g., hand-washing, mask wearing and social distanc-
ing), and related to the transmission of infectious diseases,
including COVID-19, specifically, and are solely responsible
for asking Rush and/or Clinical Partners for any further
guidance necessary related to such best practices. PPE and
other precautions cannot fully eliminate the risk of transmis-
sion of infectious disease. Student Participants are required
to report to Rush and the Clinical Partner, if relevant, known
or suspected exposure to COVID-19 and to report any symp-
toms of COVID-19 (e.g., acute respiratory illness; signs of a
fever).
All Students are ultimately responsible for their own health.
Rush stands ready to assist any Student, as requested, in
complying with these requirements.
All Students must acknowledge these responsibilities and
the inherent risks of returning to campus, engaging in learn-
ing experiences and attending class, and participating in
Clinical Programs prior to resuming such participation.
IN CONSIDERATION of being given the opportunity to
return to campus, engage in and attend class or other learn-
ing experiences, and/or complete Clinical Programs at Rush
University and its Clinical Partners, you understand and
acknowledge the following:
1. There is potential risk inherent in returning to campus,
attending classes or other learning experiences and/
or participating in Clinical Programs. I understand and
acknowledge that I may be around and/or care for individ-
uals that are ill and therefore may be exposed to diseases
known or unknown, including but not limited to COVID-19.
I am willing to assume that risk.
2. My return to campus and/or participation in the Clinical
Program is to benefit my knowledge, experience and
improve my abilities and therefore purely voluntary on my
part.
3. I assume responsibility for complying with any safety
guidelines set forth by Rush University (and the Colleges
within), Rush University Medical Center, and/or a Clinical
Partner, including as related to the use of personal pro-
tective equipment (“PPE”). I acknowledge that the use of
PPE and other safety precautions, such as hand-washing,
does not fully eliminate any risk inherent to returning to
campus, attending classes or other learning experiences
and participation in the Clinical Program. I acknowledge
that I should not return to campus if I cannot comply
with the safety guidelines set forth by Rush related to
presence on campus and attendance in class, academic
events or other learning opportunities. I acknowledge that
if I am participating in a Clinical Program, I am responsible
for informing both Rush University (through the relevant
program director or supervising faculty member) and
the Clinical Partner at which I am completing a Clinical
Program if I lack the necessary PPE or cannot for any rea-
son comply with safety precautions. I voluntarily assume
this responsibility and the related risk.
4. If I believe I have been exposed to someone who tested
positive for COVID-19 or experience symptoms associated
with COVID-19, I understand that I should not come to
campus, except to seek medical care, attend any classes
or other academic events, or attend my Clinical Program.
I understand that in the event I am injured or ill in relation
to exposure to illness on campus, I am responsible for
notifying the relevant program director or supervising
faculty member at Rush University. I understand that in
the event I am injured or ill in relation to the activities I
engaged in during the Clinical Program, I am responsible
for notifying the relevant program director or supervising
faculty member at Rush University. I further understand
that I will be responsible for the costs associated with
any such exposure, illness, or injury, to include any follow
up care that might be needed. I voluntarily assume this
responsibility.
5. I understand that Rush is planning a flexible model of
instruction, including for Clinical Programs, and may
provide fully online and/or remote instruction if neces-
sary. Under this flexible model, Rush currently intends
that instruction will be a hybrid of in-person and online
modalities; however, the model is designed to pivot to a
fully online/remote modality if necessary to help ensure
health and safety of the Rush community, in line with
recommendations from public health entities.
I understand that compliance with the expectations set
forth in this document is an educational responsibility
with which I, as a student at Rush, and a professional
responsibility with which I, as a future licensed health care
worker, agree to abide. I am freely and voluntarily entering
into this assumption of risk.
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20202021 Academic Calendar
Term/Event
Classes Begin for RMC Students Monday, Aug. 31, 2020
Last Day for Late Registration (RMC) Friday, Sept. 4, 2020
Labor Day Holiday (No Classes) Monday, Sept. 7, 2020
Classes Begin for CON, CHS and GC Students Tuesday, Sept. 8, 2020
Last Day for Late Registration Friday, Sept. 11, 2020
Thanksgiving Recess Thursday and Friday
(No classes on these days) Nov. 26-27, 2020
Classes Resume at 8 a.m. Monday, Nov. 30, 2020
Classes End (CON, CHS, GC) Saturday, Dec. 12, 2020
Final Exams (CON, CHS, GC) Monday - Saturday
Dec. 14-19, 2020
Classes End and Final Exams (RMC) Monday - Saturday
Dec. 9-14, 2019
End of Term All Students/Conferral of Fall Degrees Saturday, Dec. 19, 2020
Term Break Sunday - Sunday
(No classes during this period) Dec. 20, 2020 - Jan. 3, 2021
Classes Begin for All Students Monday, Jan. 4, 2021
Last Day for Late Registration Friday, Jan. 8, 2021
Martin Luther King Jr. Holiday Monday, Jan. 18, 2021
Spring Break Monday - Friday
(No classes in session this week) March 1-5, 2021
Classes Resume at 8 a.m. Monday, March 8, 2021
Classes End (CON, CHS, GC) Saturday, April 17, 2021
Final Exams (CON, CHS, GC) Monday - Saturday
April 19-24, 2021
Classses End & Final Exams (RMC) Monday - Saturday
April 26 - May 1, 2021
Spring Commencement Saturday, May 1, 2021
End of Term for All Students/Degree Conferral Saturday, May 1, 2021
Term Break Sunday - Sunday
(No classes during this period) May 2-9, 2021
Fall 2020
Spring 2021
Calendar dates are subject to change without notice.
20202021 Academic Calendar
Term/Event
Classes Begin for All Students Monday, May 10, 2021
Last Day for Late Registration Friday, May 14, 2021
Memorial Day Holiday (No Classes) Monday, May 31, 2021
Classes End: Eight-Week Term (RMC-M1) Monday - Friday
June 28 - July 2, 2021
Fourth of July Holiday (No Classes) Monday, July 5, 2021
Classes End (CON, CHS, GC) Saturday, Aug. 14, 2021
Final Exam (CON, CHS, GC) Monday - Saturday
Aug. 16-21, 2021
Classes End & Final Exam (RMC) Monday - Saturday
Aug. 23-28, 2021
End of Term for All Students/Degree Conferral Saturday, Aug. 28, 2021
Term Break Sunday - Sunday
(No classes during this period) Aug. 29 - Sept. 5, 2021
Summer 2021
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Tuition and Financial Aid
Oice of Financial Aairs
Financial Appeals
Payment of Tuition and Fees
Student Health Insurance
Tuition Refund Policy
Tuition Waivers
Third-Party Billing
Tuition and Fees
Oice of Student Financial Aid
Financial Aid Process
Financial Aid Determination
Financial Aid Awards
Veterans Benefits
Satisfactory Academic Progress
Financial Aid Warning
Suspension of Financial Aid Eligibility
Appealing Suspension of Financial Aid Eligibility
Reinstatement of Financial Aid Eligibility
Educational Assistance Benefits (Tuition)
Employee Enhancement Program
Internal Degree Program
External Degree Reimbursement Program
Internal Degree Program - Dependents
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Oice of Financial Aairs
Financial Appeals
If a student has a financial account concern and wishes to
appeal the financial decision, a written appeal must be filed
with the Oice of Financial Aairs within two academic
terms from the term in question in order for the appeal to
be considered. The Oice of Financial Aairs will investigate
the situation and will consult with other oices as needed,
including the Oice of the Registrar, the Oice of Student
Financial Aid and the student’s program.
A decision will be rendered within one month from the time
the appeal was received, and the student will be notified in
writing. If the decision is not in the favor of the student, the
student may file a written appeal with the vice provost of
Student Aairs. The decision of the vice provost, Student
Aairs, is final.
Payment of Tuition and Fees
The following is the payment policy for all Rush University
students:
Charges should be viewed and payment for tuition, fees and
on-campus housing can be completed through the Rush
University Portal, the University’s online system. Online
payments can be made by credit, debit card or e-check.
Students can also mail checks, money orders or cashier’s
checks to the Oice of Financial Aairs or submit credit or
debit card payments by calling the Oice of Financial Aairs.
There is a 2.5% processing fee for any credit or debit card
payment. If full tuition payment cannot be made by the first
Friday of the term, as listed in the academic calendar located
in the Rush University Catalog, satisfactory arrangements
for payment must be made with the Oice of Financial
Aairs. Any exception to this policy must be approved in
writing by the vice provost, Student Aairs.
Students have the responsibility to complete one, or a com-
bination of, the following courses of action on or before the
first Friday of classes each term:
1. Pay total tuition, fees and on-campus housing charges for
the term.
2. Complete a deferred payment plan contract. This plan
requires the first payment and a $15 service charge to be
paid on or before the first Friday of the term. Additional
payments are due every four weeks (up to four payments
total). Contact the Oice of Financial Aairs via email to
set up a payment plan prior to the first day of class.
3. Use the pending financial aid payment option. All students
who have financial aid pending will be allowed to defer
payment of the portion of tuition and fees that is covered
by the anticipated aid. In order to use this option, students
must have taken all steps required of them to apply for the
aid (e.g., the FAFSA application must have been completed
and submitted to the Oice of Student Financial Aid, along
with the Projected Enrollment Form (if applicable to the
student’s program), loan entrance counseling, promissory
notes and origination forms). In order to avoid a late-fee
charge, students must make arrangements for payments
of that portion of tuition and fees not covered with pend-
ing aid by completing Steps 1 or 2 above.
Failure to follow one of the steps above will result in a $100
late fee. A $50 late payment fee will be assessed for each
missed payment to students who choose the deferred pay-
ment plan contract and fail to make a payment on the speci-
fied due dates.
At the end of the academic term, students who still have
outstanding Rush University balances that are not covered by
pending financial aid will:
• Receive a hold on their student account
• Not receive transcripts/diplomas
• Not be allowed to register for the following term
Student Health Insurance
Rush University requires students to be covered by a health
insurance plan in order to promote health and well-being
while protecting the individual from undue financial hardship
that a medical emergency could cause. Non-Rush Medical
College students may opt out of the student health insur-
ance by providing proof of existing coverage during their first
term of enrollment (during the health insurance open enroll-
ment and waiver period) and then every fall term thereafter.
Students are required to take action during the Fall Open
Enrollment and Waiver Period. All communication from the
Oice of Financial Aairs regarding student health insur-
ance open enrollment and waiver periods are sent to Rush
email addresses. Students are expected to check their Rush
email account regularly and take action during those peri-
ods regarding submitting waivers or enrolling in the student
health insurance.
Students who do not submit proof of alternate coverage will
automatically be enrolled in the student health insurance plan
and charged the premiums for the term. All students enrolled
in degree programs are eligible for the student health insur-
ance plan oered by Academic Health Plans and Blue Cross
and Blue Shield of Illinois.
For the 2020-2021 school year, the cost of the student
health insurance plan is approximately $4,163 per academic
year for single coverage. The total annual coverage amount
is allocated and billed onto the student’s account on a per-
term basis. Coverage is also available for dependents at
the rate of $4,163 annually per dependent. The total annual
coverage amount for dependents is also allocated and billed
onto the student’s account on a per-term basis. This plan
allows students to choose a primary care physician from a
large list of members of the preferred provider organization,
or PPO, plan in the greater Chicago area. When using an in-
network provider, there is an annual deductible of $250 and
coverage of 80 percent for most patient services, including
hospitalization and surgery, as well as outpatient services
such as oice visits, laboratory and X-ray. Preventative care
services are covered at 100 percent. When using a pharmacy
in the Prime Therapeutics network, there is a $20 co-pay
for each generic prescription, a $50 copay for each brand-
name prescription and an $80 copay for each non-preferred
brand-name prescription.
Student Insurance Plan Rates for the
2020-2021 Academic Year
Additionally, all Rush Medical College students are covered
under a blood and bodily fluids exposure rider. This works
as a supplemental policy to any health insurance and covers
treatment or medications necessary as the result of a needle
stick, splash or potentially contagious disease exposure.
Together with the basic Rush University Health Insurance
policy, the rider will completely cover prophylactic medica-
tions or injections.
Rush Medical College students will be assessed a fee for
vaccinations, immunizations and documentation. This fee
covers any necessary blood tests, vaccinations or updates,
as well as costs associated with maintaining the documen-
tation of students’ compliance and communicating that
information to the Rush System hospitals and any non-Rush
locations that may request certification of immunization and
vaccination status.
Tuition Refund Policy
The Student Refund Policy provides students an opportunity
to formally withdraw prior to the start date of an academic
term without being responsible for tuition. Students decid-
ing to withdraw after the oicial start date of the term
will be refunded according to the tuition schedule in the
University Student Refund policy located in the Academic
and University Polices section in this catalog. Students are
responsible for any tuition or fee balances due until they
are formally notified by Rush University in writing of their
withdrawal status.
Tuition Waivers
Rush Medical College Students Enrolling in Courses at
the Graduate College
Rush Medical College students who take a leave of absence
from their MD program may enroll in courses at the
Graduate College as part of a formal MS or PhD program,
or simply for additional knowledge. Medical students are
exempt (tuition waiver) from the additional tuition costs
associated with enrollment in these classes.
Doctoral Students in the Graduate College
The Graduate College oers a full tuition scholarship for
students enrolled in a doctoral program in the basic sciences
(anatomy and cell biology, biomechanics, biochemistry,
immunology/microbiology, medical physics, molecular bio-
physics and physiology, neuroscience and pharmacology).
The scholarship is only for tuition. Health insurance and
other fees are the student’s responsibility.
Student accounts will be billed on a per-term basis for a
prorated amount of the annual health insurance premi-
ums. For example, the fall premiums will cover September
through December and will be billed to your account at
the beginning of the fall term.
Plan details are available in the Oice of Financial Aairs or
online at rush.myahpcare.com
Rush Medical College Students
A small portion of fees for Rush Medical College students
has been allocated to the Medical Student Health Service
Program, which is supported by Lifetime Medical Associates.
The Medical Student Health Service Program is designed
to work seamlessly with Rush University Health Insurance
to provide medical students with acute care. By using Rush
University Health Insurance, medical students receive an
enhanced level of service and minimal billing issues, with a
$20 fee per oice visit. This will provide the type of student
health service familiar to most students.
Medical Insurance Approximate Yearly Rate
Student $4,163
Each dependent $4,163
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To receive this scholarship, students must maintain full-
time status. A requirement of at least 12 hours per term is
needed to be a full-time student. If a student fails to register
for 12 hours each term, the scholarship is rescinded, and
the student is responsible for paying the tuition. In addition,
most students accepted by the Graduate College receive a
stipend. The stipend awarded is a privilege and is contingent
upon policies established by individual divisions. Stipends
are processed by the Accounts Payable Department as
received by the program.
Master of Science Students in the Graduate College
Students enrolled in master’s programs in the basic sciences
(anatomy and cell biology, biochemistry, biomechanics,
biotechnology, immunology/microbiology, medical phys-
ics, neuroscience and pharmacology) pay tuition and fees.
Master’s students are generally not eligible for tuition schol-
arships and are expected to be enrolled full-time (12 hours
per term) unless special arrangements have been made.
Third-Party Billing
If the student will not be personally paying their account, it
is their responsibility to forward any bills to the appropriate
party as soon as possible.
Tuition and Fee Schedule 20202021
Tuition and fees for the 2020-2021 academic year are listed below. For estimates of other expenses, see the Oice of Student
Financial Aid webpage.
College of Nursing
Graduate Programs Per-Credit Rate
Pre-licensure Direct Entry MSN program for non-nurses (all fees are included) $1,035
Post-licensure MSN, DNP, PhD programs (all fees are included) $1,166
*Students should expect an annual increase in these tuition rates.
The Graduate College
Graduate Programs Per-Credit Rate
Clinical Research (MS) $1,152
Graduate Programs Per-Term Rate
Biotechnology (MS) $18,604
Integrated Biomedical Sciences (MS) $10,029
Integrated Biomedical Sciences (PhD) $11,085
College of Health Sciences
Undergraduate Programs Per-Credit Rate
Health Sciences (BS) $753
Imaging Sciences (BS) $876
Vascular Ultrasound (BS) $830
Graduate Programs Per-Credit Rate
Audiology (AuD) $1,059
Clinical Laboratory Management (MS) $919
Clinical Nutrition (MS) $950
Health Sciences (PhD) $933
Health Systems Management (MS) $1,201
Medical Laboratory Science (MS) $836
Perfusion Technology (MS) $962
Specialist in Blood Bank (Cert.) $919
Respiratory Care (MS) $766
Speech-Language Pathology (MS) $1,137
Graduate Programs Per-Term Rate
Physician Assistant (MS) $12,795/term
Occupational Therapy (OTD) $14,134/term
Students-at-large pay the per credit rates listed above
Full-Time Tuition Charges: Rush Medical College
Program Year Fall 2020 Spring 2021 Summer 2021 Total
M1 $22,896 $22,896 $11,449 $57,241
M2 $27,432 $27,432 $18,288 (M3 start) $73,152
M3 $18,288 $18,288 $18,288 (M4 start) $54,864
M4 $18,288 $18,288 - $36,576
Continuous Enrollment Fee: Rush Medical College
Program Year Fall 2020 Spring 2021 Summer 2021 Total
M1 EF $11,468 $11,468 $5,735 $28,671
M2 EF $14,336 $14,336 $9,557 (M3 start) $38,229
M3 EF $9,557 $9,557 $9,557 (M4 start) $28,671
M4 EF $9,557 $9,557 - $19,114
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Admissions Fee
A non-refundable application fee is required of all appli-
cants to oset the expense of processing the application,
evaluating credentials and maintaining a library of evalua-
tion aids. This fee does not apply to any other charges such
as tuition.
Enrollment Deposit
The enrollment deposit fee holds a place for the student
in the entering class. The deposit is non-refundable and is
applied toward payment of the first term tuition with the
exception of the College of Nursing. A $250 enrollment
deposit is required for students in the College of Health
Sciences. Rush Medical College students are required to
pay $100 prior to matriculation. College of Nursing stu-
dents and ailiated students must deposit $350 prior to
matriculation. The enrollment deposit for PhD in nurs-
ing students is $350. The enrollment deposit for all basic
sciences and biomedical research programs within the
Graduate College is $250.
Late Registration Fee
Students must register during the oicial priority registra-
tion period. An additional $50 late registration fee will be
applied to the student’s financial account if the student has
not registered by the end of the day, one day prior to the
start of the term.
Students who feel there are mitigating circumstances
as to why the late registration fee should not be applied
must first appeal to their advisor. If the advisor deems the
information warrants repealing the late registration fee,
the advisor must speak with the program director. If the
program director concurs with the advisor, the program
advisor will notify the Oice of the Registrar in writing. The
late fee will then be removed from the student’s financial
account by the Oice of Financial Aairs.
Continuous Enrollment Fee
Students enrolled in a noncredit residency or academic
enrichment program prior to receipt of their degree must
be registered for Continuous Enrollment in order to retain
their student status. Any degree or certificate student
not taking courses but needing to replace an outstanding
incomplete grade must register for Continuous Enrollment
until the grade is satisfied. This fee also applies to graduate
students who have completed all courses but have not had
their dissertation accepted.
Hospitalization or physician fees are not covered in this fee.
Students auditing a course may be required to register for
the continuous enrollment course (see Auditing a Course
below).
Returned Checks
A $25 charge will be assessed each time a student gives the
University a check that is returned by the bank marked “not
suicient funds,” “payment stopped” or “account closed.”
Rush Medical College Students and Tuition
Charges
Rush Medical College students are charged for a maximum
of four years of full-time tuition. Medical students who need
additional terms to complete degree requirements will be
charged the continuous enrollment fee. Though it may
be possible for a medical student to complete all degree
requirements prior to the spring term of the fourth year,
a full four years of tuition charges must be paid prior to
graduation.
Auditing a Course
Students who are registered in classes for credit and wish
to audit a separate class or classes will not be charged for
the audited course(s). If the student only wishes to audit one
or more classes and will not be registered in any classes for
credit for that term, the student must register in Continuous
Enrollment and a charge of one credit hour will be assessed
at the student’s normal tuition rate. All requests related to
auditing a course must be processed by the Oice of the
Registrar.
Oice of Student Financial Aid
Financial Aid Process
Instructions for accessing financial aid information on the
Rush University website are emailed to all newly accepted
students prior to enrollment. The Student Financial Aid web-
page contains in-depth information on policies, procedures
and financial aid awarding methodology.
Students starting in a term other than fall should submit
financial aid application materials at least two months prior
to their start date. Students must be enrolled at least half-
time 4.5 credit hours for graduate/professional Students
and 6 credit hours for undergraduate students and must be
in a degree program or an approved certificate program to
receive financial aid. To receive assistance, all appropriate
forms and materials must be on file.
Students should expect to receive the majority of assistance
in the form of loans. Because of limited institutional funding,
financial aid packages will likely contain loans that accrue
interest while the student is in school. For Rush Medical
College students and College of Nursing students in the
Generalist Entry Master’s program, need-based grant and
scholarship assistance is available through the Oice of
Student Financial Aid; funds are limited.
All Rush Medical College applicants who will be under 30
years old prior to the start of their program must provide
parent data on the FAFSA (Free Application for Federal
Student Aid) at https://studentaid.gov and meet the insti-
tutional criteria for eligibility. Visit the Oice of Student
Financial Aid webpage for details: www.rushu.rush.edu/
oice-student-financial-aid.
Undergraduate students who have not earned a bachelor’s
degree may be eligible to receive grant assistance through
federal and state need-based programs. Employment
through the Federal Work-Study program may be possible
throughout Rush University Medical Center and its ailiates.
Federal Work-Study will be awarded as part of the finan-
cial aid package. It is the student’s responsibility to secure
employment. The Oice of Student Financial Aid is avail-
able to assist students with locating jobs within the Medical
Center and will update financial aid packages accordingly.
Financial Aid Determination
Financial aid packages at Rush University are provided to
assist students to pay for the cost of education. Financial
need is the basic criterion for awarding of funds, and the
student must complete a FAFSA (Free Application for
Federal Student Aid) at studentaid.gov each year to deter-
mine need and eligibility. Students and family members will
be expected to contribute toward educational expenses. The
level of the expected contribution is determined by using a
standard set of criteria to determine eligibility from informa-
tion provided on the FAFSA form.
Submission of parent information for consideration of
need-based institutional grants, scholarships and loans
is required for Rush Medical College students and any
dependent undergraduate students. Complete information
about this policy can be found on the Oice of Student
Financial Aid webpage. Student financial aid counselors are
available to consult and assist students and parents (with
the student’s authorization) about financial aid packages,
and awards and services for a Rush University education.
Students and authorized parents are encouraged to make
use of these services.
Financial Aid Awards
After evaluating student and family resources in addition to
assistance from outside the University, the Oice of Student
Financial Aid will award students the federal, state and insti-
tutional funds they qualify for each academic year. In order
to distribute available funds in the most equitable manner,
the Oice of Student Financial Aid establishes a formula
that designates the sequence in which funds are awarded
to students, as well as the maximum amount awarded under
each program.
The formula provides for a specific amount of loans and
employment before students are considered for grants.
These formulas are applied consistently during any given
year among all students at a given class level and in a
given college, pending availability of funds. The formulas
may be adjusted annually due to dierences in the avail-
ability of funds from year to year and changes in eligibility
requirements.
Veterans Benefits
Rush University participates in federal veterans education
benefits.
Post-9/11 GI Bill®
The Post-9/11 GI Bill® provides tuition, fees, books/supplies
and housing assistance to eligible veterans. Tuition and fees
are paid directly to Rush by the United States Department of
Veterans Aairs (VA). Tuition and fees assistance is capped
at the national maximum of $24,476.79 per academic year
(Aug. 1, 2019 - July 31, 2020). Benefit rates vary based on
the veteran’s circumstances. Some veterans may be able to
transfer their benefits to a dependent.
Yellow Ribbon Program
Starting in the 2012-13 academic year, certain colleges at
Rush University participate in the Yellow Ribbon Program.
Veterans entitled to the maximum benefit rate are eligible
to apply for additional tuition and fee amounts if their
costs exceed the $24,476.79 cap. The amount of additional
assistance available and the number of students able to be
supported is limited and varies by college.
Funds are awarded on a first-come, first-served basis.
Students who have received Yellow Ribbon assistance will
have preference for these funds in future academic years.
Details are available on the VA’s Yellow Ribbon Program
information webpage.
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Montgomery GI GI Bill®-Active Duty
(MGIB-AD Chapter 30)
Montgomery GI Bill®-Selected Reserve
(MGIB-SR Chapter 1606)
Reserve Educational Assistance Program
(REAP Chapter 1607)
Veterans Educational Assistance Program
(VEAP Chapter 32)
Survivors and Dependents Assistance
(DEA Chapter 35)
If a student qualifies for participation in more than one vet-
erans education benefits program, the VA website provides
a comparison tool to help determine which benefits might be
appropriate.
Veterans interested in using their benefits at Rush for the
first time should conduct the following:
1. Apply for benefits through the VA: If the veteran has
never used their veterans benefits at an institution before,
this step must be completed.
2. Submit form 22-1995 or form 22-5495 (as appropri-
ate) online. If the veteran has used veterans education
benefits before but is a first-time benefits user at Rush
University, the appropriate form must be submitted.
3. Provide a copy of their eligibility letter from the VA (as
well as any change of program forms from step two
above) to the Oice of Student Financial Aid before ben-
efits can be certified with the VA.
All documents can be mailed, faxed, or scanned and emailed
to the Oice of Student Financial Aid. Please be sure to
indicate name and student ID number (or Social Security
number) on all documents.
GI Bill® is a registered trademark of the U.S. Department of
Veterans Aairs (VA). More information about education
benefits oered by VA is available at the oicial U.S.
government Web site at https://www.benefits.va.gov/gibill/.
VA Pending Payment
Beginning Aug. 1, 2019, Rush University will not take any
of the four following actions toward any student using VA
Post 9/11 G.I. Bill® (Ch. 33) or Vocational Rehabilitation and
Employment (Ch. 31) benefits while their payment from the
VA is pending to the educational institution:
• Prevent their enrollment
• Assess a late penalty fee
• Require they secure alternative or additional funding
• Deny their access to any resources (access to classes,
libraries, or other institutional facilities) available to other
students who have satisfied their tuition and fee bills to
the institution
However, to qualify for this provision, such students may be
required to produce the following:
• The VA’s certificate of eligibility by the first day of class
• Written request to be certified
• Additional information needed to properly certify the
enrollment as described in other institutional policies (see
our VA school certifying oicial for all requirements).
Satisfactory Academic Progress
The Higher Education Act of 1965, as amended by Congress,
mandates institutions of higher education to establish
minimum standards of satisfactory progress for students
receiving federal financial aid. These standards apply to
all federal Title IV aid programs, including the Federal Pell
Grant, Federal Supplemental Educational Opportunity Grant,
Federal Perkins Loan, Federal Staord Loan, Federal PLUS
Loan and Federal College Work-Study programs.
Accordingly, the Department of Education regulations
require that Rush University’s Oice of Student Financial Aid
monitor the academic progress of all financial aid recipients
toward the completion of their degree. This process is called
Satisfactory Academic Progress, or SAP.
This SAP policy is enforced in conjunction with all other
institutional policies and procedures, including the academic
progressions policies of Rush University’s colleges and aca-
demic programs. For undergraduate and graduate students,
the below criteria are checked at the end of each term. For
medical students, the below criteria are checked annually at
the end of spring term.
The Oice of Student Financial Aid will factor in rounding up
to two digits (66.67%) when calculating a student’s eligibility
for meeting the minimum pace of completion requirements.
Enforcement
The Oice of Student Financial Aid has the primary
responsibility in enforcing the SAP policy. The Oice of the
Registrar and other Rush University oices that maintain
student information relevant to the SAP policy shall provide
such information, as requested by the Oice of Student
Financial Aid.
SAP Requirements
SAP requirements vary by academic level (undergraduate,
graduate and medical students). Please refer to the appropri-
ate section to find the requirements that fit your academic
program.
UNDERGRADUATE STUDENTS
SAP for undergraduate students is monitored using three
factors: maximum time frame measurement, pace of comple-
tion and cumulative grade-point average, or GPA. SAP is
measured at the end of each academic term once final
grades are submitted.
Maximum Time Frame Measurement
Students may attempt up to 150% of the credits it nor-
mally takes to complete the program. The total allowable
attempted hours are calculated by multiplying the hours
required to complete the degree at Rush (including the
general education courses required prior to entry in the
program) by 1.5 and rounding down to the nearest whole
number. For example, for a program that requires 107 credit
hours to receive a degree at Rush (including the general
education courses required prior to entry in the program), a
student may attempt up to 160 hours.
Pace of Completion (POC)
Students must successfully complete at least 66.667% of the
courses they attempt. This will be measured cumulatively
over the course of the student’s program. For the purpose of
this measurement, all of the following are applicable:
• Successful completion is defined as a grade of A, B or C
for a letter grade course, or a grade of P for a course that
is pass/fail or pass/no pass. These courses are counted in
both the attempted and completed hours totals.
• All other grades, including incomplete grades, are counted
in the attempted hours total but not in the completed
hours total. If an incomplete grade is later converted to a
grade that is considered to be a successfully completed
grade, the pace of completion percentage can be recalcu-
lated. It is the student’s responsibility to notify the Oice
of Student Financial Aid when an incomplete grade has
been converted.
• Students who drop courses but remain enrolled at the
University will not have those dropped courses counted in
the attempted hours total if they are dropped prior to the
census date. Dropped courses after the census date will
be counted in the attempted hours total.
• Repeated courses are counted as attempted hours during
all attempts.
• Transfer credits (including the general education courses
required prior to entry in the program) that count toward
the student’s current academic program count as both
attempted and completed hours. Students who change
majors at the same degree level will only have hours that
were previously attempted counted in their cumulative
totals if they are applicable to the new academic program.
Cumulative Grade-Point Average
Undergraduate students must maintain a minimum cumula-
tive GPA of 2.0. Students who have a term GPA of less than
1.0 after their first term at Rush will be immediately placed
on financial aid suspension.
GRADUATE STUDENTS
SAP for graduate students is monitored using three factors:
maximum time frame measurement, pace of completion
and cumulative GPA. SAP is measured at the end of each
academic term once final grades are submitted.
Maximum Time Frame Measurement
Students may attempt up to 150% of the credits it nor-
mally takes to complete their program. The total allowable
attempted hours are calculated by multiplying the hours
required to complete the degree at Rush by 1.5 and rounding
down to the nearest whole number. For example, a student
may attempt up to 169 hours for a program that requires 113
credit hours to receive a degree at Rush.
Please note: Non-degree certificate programs are approved
by the U.S. Department of Education for financial assistance
at a specific number of credit hours. Regardless of a stu-
dent’s actual plan of study, maximum time frame is calcu-
lated using the number of hours for which the program was
approved with the U.S. Department of Education.
Pace of Completion (POC)
Students must successfully complete at least 66.667% of the
courses they attempt. This will be measured cumulatively
over the course of the student’s program. For the purpose of
this measurement, all of the following are applicable:
• Successful completion is defined as a grade of A or B for
a letter grade course, or a grade of P for a course that is
pass/fail or pass/no pass. These courses are counted in
both the attempted and completed hours totals.
• All other grades, including incomplete grades, are
counted in the attempted hours total, but not in the
completed hours total. If an incomplete grade is later con-
verted to a grade that is considered to be a successfully
completed grade, the pace of completion percentage can
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be recalculated. It is the student’s responsibility to notify
the Oice of Student Financial Aid when an incomplete
grade has been converted.
• Students who drop courses prior to the close of the
published add/drop period each term will not have those
dropped courses counted in the total attempted hours..
Dropped courses after the close of the published add/
drop period will be counted in the total attempted hours.
• Repeated courses are counted as attempted hours during
all attempts.
• Transfer credits that count toward the student’s current
academic program count as both attempted and com-
pleted hours.
• Students who change majors at the same degree level will
only have hours that were previously attempted counted
in their cumulative totals if they are applicable to the new
academic program.
Cumulative Grade-Point Average
Graduate students must maintain a minimum cumulative
GPA of 3.0. Students who have a GPA of less than 2.0 after
their first term at Rush will be immediately placed on finan-
cial aid suspension.
RUSH MEDICAL COLLEGE STUDENTS
SAP for Rush Medical College students is monitored using
three factors: maximum time frame measurement, pace of
completion and grade requirements. SAP is measured at the
end of each academic year once final grades are in and at
the time of awarding.
Maximum Time Frame Measurement
The normal time frame for completion of required course-
work for the MD degree is four academic years. Due to
academic or personal diiculties, a student may require
additional time. In such situations, the Rush Medical College
Committee on Student Evaluation and Promotion (COSEP)
may establish a schedule for the student that departs from
the norm and may require repeating a year of study. For
the purposes of this financial aid policy, no more than three
cohort years may be devoted to the first- and second-year
curriculum and no more than three cohort years may be
devoted to the third- and fourth-year curriculum, for a maxi-
mum time frame of six cohort years. Summer enrollment,
if required, is considered part of the academic year for the
purposes of this measure. Terms under an approved LOA do
not count in this measure.
Pace of Completion (POC)
1. First-year students must complete at least 66.667% of
their first-year curriculum with a grade of Pass (P), High
Pass (HP), or Honors (H) during the cohort year. This
includes repeated courses.
2. Second-year students must complete at least 66.667%
of their second-year curriculum with a grade of Pass (P),
High Pass (HP), or Honors (H) during the cohort year.
This includes repeated courses.
3. Third-year students must complete at least 66.667% of
the clerkships they attempt with a grade of Pass (P), High
Pass (HP), or Honors (H) during the cohort year.
Grade Requirements
Rush Medical College academic progress is measured in
terms of Honors, High Pass, Pass and Fail grades. A student
must complete each required course/clerkship with a grade
of Pass or better in order to graduate. A student who fails
a course must retake it and earn a grade of at least Pass. A
student who receives an Incomplete in a course must com-
plete the course and earn at least a Pass.
Financial Aid Warning
Undergraduate and graduate students are allowed a finan-
cial aid warning period. Professional students enrolled at
Rush Medical College are not allowed a financial aid warning
period.
Undergraduate or graduate students who fail to meet the
requirements of this satisfactory academic progress policy
will be placed on financial aid warning for one term .With the
exception of undergraduate students who have a first-term
GPA of less than 1.0 and graduate students who have a first-
term GPA of less than 2.0. In this case, that student would
immediately be placed on financial aid suspension. Students
will be allowed to continue on financial assistance during the
warning period. Students placed on financial aid warning will
receive a notification through their Rush email account. The
notification will include SAP requirements, steps necessary
to meet SAP in the upcoming term and the consequences
for failing to meet SAP requirements by the end of the warn-
ing period.
Students will be placed on financial aid suspension if they
fail to meet the standards of this SAP policy after the one-
term financial aid warning period.
Suspension of Financial Aid Eligibility
• Professional students enrolled at Rush Medical College
who fail to meet the requirements of this SAP policy will
be placed on financial aid suspension.
• Undergraduate students who have a first-term GPA of
less than 1.0 and graduate students who have a first-
term GPA of less than 2.0 will be placed on financial aid
suspension.
• Students who still fail to meet the requirements of this
policy after their single term on financial aid warning will
be placed on financial aid suspension.
Students who are suspended from financial aid eligibility will
be notified through their Rush email account.
Appealing Suspension of Financial Aid Eligibility
Under extenuating circumstances, a student may appeal
the suspension of their financial aid eligibility. Appeals from
other parties on behalf of the student will not be accepted.
All appeals should be submitted to the Oice of Student
Financial Aid in writing or by email to Financial_Aid@rush.
edu. Each appeal should include the following items:
• Signed letter from the student indicating the reasons why
the standards of this policy were not met and what has
changed in the student’s situation that will allow satisfac-
tory progress during the next evaluation period
• An academic plan for the remainder of the student’s
studies
• Any supporting documentation the student feels would
support the appeal (as appropriate)
The Oice of Student Financial Aid will review the appeal
and notify the student of the appeal review results. Students
whose appeals are approved will be placed on a financial aid
probationary period for one term or for an appropriate dura-
tion depending on the academic plan provided.
If applicable, the probationary period will be defined to
include checkpoints that must be achieved in order for the
student to remain eligible for financial assistance. Students
failing to abide by the terms of their probationary period will
be suspended from financial aid after the one-term proba-
tionary period or in the case of a multi-term probationary
period upon failure to maintain the minimum requirements of
the probationary period requirements.
The decision of the Oice of Student Financial Aid is final,
binding and not subject to further appeal.
Reinstatement of Financial Aid Eligibility
A student’s eligibility for financial aid will be reinstated when
the standards of the SAP policy as outlined above have been
successfully met.
Educational Assistance Benefits
(Tuition)
As part of our commitment to employee development and
education, Rush oers the following:
Employee Enhancement Program
• Reimburses employees up to $1,000 for costs of profes-
sional development seminars, conferences, etc.
• Participants must be employed by Rush at least three
months.
Internal Degree Program
• Prepays the tuition for up to nine credit hours per term
for full-time Rush employees enrolled in a Rush University
professional program (excluding medical school) and six
credit hours for part-time employees
• Participants must be employed by Rush for six months
for undergraduate coursework and one year for graduate-
level coursework
• Participants must remain employed by Rush for at least
one year after obtaining an undergraduate degree and at
least six months after obtaining a graduate degree
External Degree Reimbursement Program
• Reimburses employees 100% of out of pocket tuition
costs
• Full-time employees may submit up to $5,000 in tuition
per year
• Part-time employees may submit up to $2,500 in tuition
per year
• Participants must be employed by Rush six months for
undergraduate coursework and one year for graduate
coursework
• Participants must remain employed by Rush for one year
after obtaining an undergraduate degree and six months
after obtaining a graduate degree
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Internal Degree Program - Dependents
• Prepays the tuition for up to nine credit hours per term
of Rush employees’ spouses or dependents enrolled in a
Rush University professional program (excluding medical
school)
• Employees must be employed by Rush for six months for
undergraduate course work and one year for graduate
course work
• Employees must remain employed by Rush for at least
one year after a dependent has obtained an undergradu-
ate degree and for at least six months after a dependent
has obtained a graduate degree
For more details about the programs and policies changes,
visit Inside Rush at insiderush.rush.edu, click on “Human
Resources,” “Benefits” and then “Educational Assistance
Benefits.”
Rush University
Rush Medical College
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Welcome from the Dean
Welcome! As a student at Rush University, you have joined a historic institution
that has contributed greatly to the development of medicine and health care.
Rush is a caring institution that serves the needs of patients, students, faculty,
sta and our community. Rush is committed to excellence in all that it does.
Chartered in 1837, Rush Medical College (RMC) has been a part of the Chicago
landscape longer than any other health care institution. Times have changed
since then, and medicine and health care have evolved. However, RMC’s best
traditions continue: hands-on learning, an unparalleled commitment to
community service and experiences supported by outstanding role models.
We continue to innovate and build the next generation medical college. RMC is
a family of more than 2,600 faculty and sta, 550 medical students, and
750 residents and fellows.
Rush has produced skilled leaders in medicine and science, including thousands
of excellent physicians. Explore the Rush University and Rush University
Medical Center websites to discover the myriad of opportunities RMC oers in
medical education, clinical care and biomedical research. Please let us know if
we can help you in any way.
Badrinath R. Konety, MBBS, MBA
Dean, Rush Medical College
Mission
Through a supportive and dynamic learning commu-
nity, Rush Medical College nurtures the development of
empathic, proficient physicians dedicated to continuous
learning, innovation, and excellence in clinical practice, edu-
cation, research and service.
Vision
Rush Medical College will be the global leader in student-
centered, future-oriented medical education.
Diversity and Inclusion Statement
Rush Medical College embraces the Rush University Medical
Center Diversity Leadership Council vision for diversity
and the Association of American Medical Colleges (AAMC)
commitment to increasing diversity in medical schools. As a
member of the AAMC, we are further guided by the AAMC’s
Group on Diversity and Inclusion definitions*:
*“Diversity as a core value embodies inclusiveness, mutual
respect, and multiple perspectives and serves as a cata-
lyst for change resulting in health equity.” Recognizing the
importance of addressing the issues related to those histori-
cally underrepresented in medicine and never losing sight
of the ultimate goals of providing care to the underserved,
promoting health equity and eliminating health disparities,
Rush Medical College seeks to recruit, retain and develop
a student body and physician workforce that will advance
diversity across the entire professional spectrum of medical
education.
*“In this context, we are mindful of all aspects of human
dierences, such as socioeconomic status, race, ethnicity,
language, nationality, sex, gender identity, sexual orienta-
tion, religion, geography, disability and age. Inclusion is a
core element for successfully achieving diversity. Inclusion
is achieved by nurturing the climate and culture of the
institution through professional development, education,
policy and practice. The objective is creating a climate that
fosters belonging, respect and value for all and encourages
engagement and connection throughout the institution and
community.”
Rush Medical College, appreciating that diversity and
inclusion enhances the medical education environment and
ultimately the overall health of our community, strives to
create and support an environment where faculty, residents,
fellows, sta and medical students combine their diering
backgrounds, diverse perspectives and unique skills as they
work with peers to solve problems, enhance their ability to
work with patients and develop new, eective ways to man-
age health, conduct research and deliver quality care. It is
our goal to improve the health of the individuals and diverse
communities we serve with a critical focus on the benefits
of diversity in medicine and biomedical sciences. We believe
this is an important factor in meeting our mission - not only
by creating a diverse environment but also by influencing
the potential for our students and physicians to succeed in
our rapidly changing and diverse society.
Utilizing information provided by the Oice of Integrated
Medical Education and other data, Rush Medical College’s
Faculty Council is committed to implementing institutional
policies, procedures, programs and initiatives designed to
meet these stated diversity goals.
Program Objectives
By graduation, a Rush Medical College student will achieve
the RMC Program Objectives, which are key tasks essential
to success as a physician. Our curriculum is designed to
support these Program Objectives. The program objec-
tives are key tasks that students will achieve by the time
of graduation. They represent RMC’s commitment to our
students and are written as task statements deemed critical
to becoming a successful physician. The program objectives
inform curriculum development, as all session objectives are
mapped to a course objective which is mapped to a program
objective.
The RMC Program Objectives are organized around the fol-
lowing eight (8) roles that a physician plays and the founda-
tional role of medical knowledge that supports them:
Medical Knowledge:
Develop foundational knowledge in order to practice eec-
tive medicine. Understanding these foundations is critical
to performing the various roles of a physician as delineated
below.
• Apply the concepts of anatomy to medical practice
• Apply the concepts of biochemistry to medical practice
• Apply the concepts of embryology to medical practice
• Apply the concepts of genetics to medical practice
• Apply the concepts of histology to medical practice
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• Apply the concepts of immunology to medical practice
• Apply the concepts of microbiology to medical practice
• Apply the concepts of pathology to medical practice
• Apply the concepts of pathophysiology to medical practice
• Apply the concepts of pharmacology to medical practice
• Apply the concepts of physiology to medical practice
Advocate
Develop partnerships with patients and families to navigate
the health care system to improve individual health outcomes.
Promote public good through awareness of important health
issues including disease prevention, health promotion, health
protection and health equity.
• Recognize and respond to a patient’s health needs by
advocating for the patient within and beyond the clinical
environment
• Recognize and respond to societal factors that impact the
health communities and populations
Collaborator
Pursue common goals with other professionals in the
healthcare environment and community through relationships
based on trust, respect, willingness to learn from others and
eective communication.
• Work with colleagues to promote mutual understanding,
manage dierences and resolve conflicts
• Coordinate patient care through participation on intrapro-
fessional and interprofessional teams.
Communicator
Form strong therapeutic alliances with patients and their
families by finding common ground, sharing information and
managing care with the patient’s needs, values and prefer-
ences in mind. Engage patients and families in their health
care choices.
• Establish professional therapeutic relationships with
patients and their families
• Engage patients and their families in developing and
implementing treatment plans that reflect their needs
and goals
Educator
Demonstrate a lifelong commitment to continually enhancing
practice. Implement an active, planned approach to fill gaps
in knowledge, skills and attitudes required to deliver care.
Educate peers, patients and families, the public, colleagues
and other health care professionals using methods appropri-
ate for each audience.
• Establish self-directed learning practices to continually
monitor for and address gaps in skills and knowledge
throughout one’s career
• Conduct an educational activity
Leader
Engage others to implement high-quality, future-oriented
and innovative health care practices.
• Contribute to the improvement of health care delivery in
teams, organizations and systems
• Organize and lead a team to enhance success
Practitioner
Apply medical knowledge, clinical skills and professional
values in their provision of high-quality care. Collect and
interpret information, make clinical decisions and carry out
diagnostic and therapeutic interventions.
• Gather a history and perform a physical examination
• Create and prioritize a dierential diagnosis
• Create and implement a treatment plan
• Summarize and share a clinical assessment and
management plan
Professional
Demonstrate a commitment to ethical practice, high personal
standards of behavior, accountability to the profession, ongo-
ing professional development and maintenance of personal
well-being. Develop the identity of a physician.
• Act in accordance with the professional conduct, legal and
ethical standards expected of the medical profession.
• Develop your professional identity as a physician
• Promote the emotional, physical and spiritual elements
needed to maintain personal well-being in the service of
one’s self, colleagues and practice
Scholar
Seek out and use scientific evidence to inform decision-
making and develop the potential to contribute to original
research.
• Retrieve, appraise, and apply valid evidence to answer a
question about patient care
• Design a research study to address a gap in the medical
literature
Professionalism Statement
and Standards
Overview
“Professionalism is the basis of the medicine’s contract with
society.” So begins the Preamble to the American Board of
Internal Medicine’s Physician Charter, a widely recognized
and endorsed document detailing the roles and responsi-
bilities of the modern physician in practice towards their
patients, profession and society. It has been recognized for
decades in American undergraduate medical education that
not only does professionalism need to be modeled in the
clinical setting, but taught and assessed throughout training,
starting from entry to medical school. Developing and refin-
ing behaviors consistent with exemplary medical profession-
alism is an acquired skill, which requires teaching from the
time of entry into medical school.
The expectations for trainees, whether in the undergraduate
medical program or graduate medical program, are closely
aligned. Furthermore, the expectations of students should
be similar, but level-appropriate, to those for attending phy-
sicians with regards to medical professionalism and ethically
sound behavior.
This document specifically defines (1) the value of profes-
sionalism in the Rush Medical College (RMC) curriculum, (2)
professionalism standards for RMC students and (3) meth-
ods for reporting concerns about student professionalism.
Professionalism in the RMC Curriculum
The Professional Role curriculum is designed to introduce
students to both the fundamentals of medical profession-
alism and medical ethics, as well as provide guidance on
both exemplary professional behavior and unprofessional
student behavior. The teaching in the four-year curriculum is
parallel to the routine professional expectations RMC has of
students in both clinical practice, administrative responsibili-
ties, and interpersonal interactions.
Professionalism Standards for RMC Students
The following expectations are based on medical profes-
sionalism guidelines as set forth by the American Board of
Internal Medicine Physician Charter. Students are expected
to strive to model the highest standards of professionalism
as members of the Rush community. Student profession-
alism is regularly assessed throughout the curriculum in
end-of-course evaluations, including narrative evaluations.
Students are expected to demonstrate professionalism in
the following ways as outlined in the RMC Expectations for
the Learning Environment:
Classroom/Clinical Experiences:
• Being adequately prepared for learning activities in the
classroom, laboratory, research and clinical settings
• Attending and participating in learning activities in an
engaged, punctual and reliable manner
• Completing all course and administrative requirements
as defined by the Oice of Integrated Medical Education
(OIME), course directors and faculty in a timely manner
• Dressing and conducting themselves appropriately to
the activity in which they are participating, in a manner
becoming of a member of the Rush community
Feedback and Evaluation:
• Actively and appropriately seeking feedback to improve
their own performance, and to accept constructive feed-
back openly and without hostility and accept responsibil-
ity for missteps
• Reflecting on their performance and educational experi-
ences to inform their self-directed learning and study
• Recognizing personal limitations in knowledge, skills,
and attitudes, and to seek help from faculty and peers as
appropriate
• Providing constructive feedback and evaluation about the
learning environment and educational experiences
Interpersonal Behaviors:
• Treating faculty, residents, sta and fellow students with
respect and collegiality, both in person and via social
media and other digital platforms
• Resolving conflicts in an appropriate and professional
manner
Patient Care:
• Treating patients with kindness, compassion and respect,
both in person and via social media and other digital
platforms
• Respecting and preserving patient confidentiality as
appropriate for patient care through the electronic health
record and other digital platforms, and in person
Personal Integrity and Academic Honesty:
• Adhering to the RMC Honor Code, Rush University Honor
Code, and the Rush University Medical Center Code of
Conduct
• Adhering to the ethical standards of our profession as
described by the American Medical Association
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• Acting as models of honesty and integrity at all times, in
all interactions with patients, faculty and colleagues
• Addressing witnessed errors, rule violations and unpro-
fessional behavior in a direct and respectful manner,
including the reporting of such behaviors to the appropri-
ate authority
• Refraining from use of illicit substances, in accordance
with the law. Avoiding use of legal or prescribed sub-
stances to the point of impairment or dependency
Methods for Reporting Professionalism
Concerns
Various RMC personnel and committees work closely
together in the evaluation and remediation of student
professionalism concerns. Professionalism concerns can be
reported in through the following mechanisms:
• RMC Honor Code Council: The Honor Code Council is
a group of peer-elected medical students who review
reports of potential Honor Code violations and recom-
mends action as appropriate. As per the Honor Code
Council Policies and Procedures, reports cannot be anon-
ymous; they must contain the name of both the reporter
and the student named in the violation. If an Honor Code
violation is found to have occurred, or if the Council is
unable to reach a conclusion, the report is passed directly
to the Committee on Student Evaluation & Promotion
(COSEP) for further evaluation and the final decision on
action.
• Special Committee on the RMC Environment (SCORE):
SCORE is another student-run organization which
evaluates a wide range of reports regarding the learning
environment. SCORE reporting can be anonymous, as per
the SCORE Policies and Procedures, although submitters
are encouraged to identify themselves to the committee.
Occasionally, students submit reports of unprofessional
behavior of other students to SCORE. If SCORE deems
appropriate, these reports may be passed on to OIME for
further evaluation and subsequently reported to COSEP.
• RMC Early Concern Note (ECN): Any faculty member
may submit an Early Concern Note if he/she observes
or learns of a minor professionalism lapse. ECNs are
reported to the OIME and are reviewed by either the
Assistant Dean of Preclerkship or the assistant dean of
Clerkship Curriculum. The relevant dean will discuss the
issue with the student. If the professionalism lapse is
significant or is considered to be a part of a pattern of
behavior, it may be referred to COSEP for evaluation, as
deemed appropriate by the relevant dean.
• Student Evaluations: Student professionalism is
routinely assessed via clerkship director evaluations, nar-
rative evaluations and student performance evaluations.
If there are reports of unprofessional behavior on any of
these evaluations, these reports will be evaluated and
addressed in the same manner as ECNs.
• Rush University Student Complaint Portal: Any Rush
University student can report complaints through
the Rush University Student Complaint Portal. Rush
University will review or refer the complaints submit-
ted through this portal to determine the appropriate
follow-up.
• In addition to the above methods, faculty, sta, and stu-
dents are encouraged to report any concerns regarding
professionalism to the relevant course/clerkship director
or any OIME dean. Major lapses in professionalism should
be immediately reported to any OIME dean.
Conclusion
This document stands as a comprehensive overview of the
role of professionalism in the Rush Medical College cur-
riculum and in student assessment and promotions. This
document will be reviewed and updated periodically by the
professional role leader of Rush Medical College.
Graduation Requirements
(Class of 2024)
The following are prerequisites to the granting of the Doctor
of Medicine, or MD, degree by Rush University for students
graduating in 2024.
• The student must have successfully completed the medi-
cal college curriculum or its equivalent, in accordance
with the requirements of the medical college and COSEP.
• The student must pass USMLE Step 1, USMLE Step 2
Clinical Knowledge and USMLE Step 2 Clinical Skills by
deadlines set by OIME.
• The student must complete requirements for gradua-
tion within a maximum of 58 months of active enrollment
(excluding leave of absence) beginning from the time of
matriculation.
• As a part of any remediation plan, COSEP may require
additional weeks of instruction depending upon the prog-
ress made by an RMC student.
• By Nov. 30 of the calendar year prior to the year of
expected graduation, students must: (a) have passed all
required M3 core clerkships and (b) be scheduled for all
elective clerkship requirements.
• Approval for graduation by a vote from COSEP.
Notification of Failure to Meet Graduation Requirements:
If the student is reasonably expected not to be able to fulfill
the graduation requirements, OIME will notify the residency
program director(s) where the student has matched. If
the inability to graduate is determined prior to the Match,
the student and OIME must notify the National Resident
Matching Program (NRMP) that the student is withdrawing
from the Match. The student must notify all of the programs
to which he/she applied that he/she is withdrawing from the
Match.
Admissions Requirements
Applicants must meet the following minimum requirements
to be considered for admission to the MD program:
• U.S. citizenship, permanent residency of the United States
or Deferred Action for Childhood Arrival (DACA) status
• Completion of a bachelor’s degree from a four-year col-
lege or university accredited in the United States or a
Canadian-based institution
• Completion of the Medical College Admissions Test
(MCAT)
• As applicable, for post-baccalaureate coursework:
Submission of grades through AMCAS for at least 24
hours of post-baccalaureate coursework achieving a
strong academic foundation in the basic sciences
Information on the admissions process can be found on the
Rush Medical College admissions webpage.
Prematriculation Recommendations
and Competencies
Rush Medical College does not require specific coursework
for admission. We strongly encourage applicants to follow
their own interests and passion whether in the liberal arts,
social or basic sciences. We value students who demonstrate
intellectual curiosity, with evidence of broad training and
in-depth exploration and achievement in a particular area(s)
of knowledge.
The curriculum at Rush Medical College is academically
challenging, rigorous and integrates all basic sciences and
clinical components in a flipped classroom method with-
out lectures. It is learner centered, competency based and
requires mastery of academic content. We therefore focus on
a competency-based model for requirements where empha-
sis is placed on mastery rather than number of courses. We
recommend that applicants have a strong foundation in
biochemistry, molecular and cellular biology and engage-
ment in the social and behavioral sciences. We recommend
applicants seek exposure and engagement in the following
core competencies:
• Intellectual engagement in the humanities (which may
include coursework or research, for example) that empha-
sizes the written and verbal communication of ideas and
concepts with an understanding of their historical and
societal background and relevance
• Intellectual engagement in the field of biology (includes
coursework and may include laboratory experience) that
encompasses the core concepts of cell and developmental
biology, molecular biology and genetics
• Courses oering a social science or philosophical context
(such as philosophy, history, anthropology or psychology)
can provide future doctors with insights that are crucial to
the discharge of their professional responsibilities
• Intellectual engagement in the field of chemistry that
encompasses core concepts of biochemistry and bio-
logically applicable elements of inorganic and organic
chemistry
• Analytical thought and problem-solving skills as an inte-
gral and pervasive part of the majority of the curricular
and extracurricular experiences
The AAMC Core Competencies for Entering Medical
Students also oers additional information.
Criminal Background Check
and Drug Screening
During Admission & Matriculation
As a medical school located in Illinois, Rush Medical College
enforces the Medical School Matriculant Criminal History
Records Check Act which states: a medical school located
in Illinois must require that each matriculant submit to a
fingerprint-based criminal history records check for violent
felony convictions and any adjudication of the matriculant as
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
a sex oender conducted by the Department of State Police
and the Federal Bureau of Investigation as part of the medi-
cal school admissions process. This criminal background
check will occur through AMCAS (American Medical College
Application Service) once an applicant has been oered an
acceptance of admission.
In preparation for clinical rotations at John H. Stroger, Jr.
Hospital of Cook County, all Rush Medical College students
are also required to submit a urine sample under conditions
arranged by Rush Medical College for a drug screening. This
is completed during orientation through a process coor-
dinated by the Student Health Service (Lifetime Medical
Associates). Upon completion of the testing process, a
report will be released to Rush Medical College.
All positive results on the criminal background check,
the sex oender assessment and/or the drug screen are
reviewed by the Oice of Integrated Medical Education
(OIME) in consultation with the Oice of Legal Aairs and
may result in the applicant’s file being presented to the
Committee on Student Evaluation and Promotion (COSEP)
for review and action. COSEP may recommend the Rush
Medical College may rescind the student’s acceptance.
Current Students
• Current students may be required to submit to either a
criminal background check and/or drug screening for a
clinical experience (Rush or non-Rush) which requires
such verification.
• Enrolled students must inform OIME of any criminal con-
victions (other than a minor traic oense) while enrolled
at Rush Medical College.
• Students returning from a leave of absence must inform
OIME of any criminal convictions (other than a minor traf-
fic oense) while on leave of absence.
Refusal to comply with a required criminal background
check and/or drug screening will result in a student’s file
being presented to COSEP for review. A positive result
from any criminal background check or drug screening will
result in the student’s file being presented to the COSEP
for review. Notification of criminal conviction (other than a
minor traic oense) or failure to notify OIME of criminal
conviction (other than a minor traic oense) will result in
the student’s file being presented to the COSEP for review.
Rush University Immunization
Requirements
Proof of immunity per Illinois state law College Immunization
Code (eective August 2016): Immunization regulations for
the state of Illinois require new students at Rush University
born after Jan. 1, 1957 to show proof of immunity to measles,
mumps, rubella, diphtheria, tetanus and meningococcal
conjugate, and all new admissions under the age of 22 shall
show proof of having at least one dose of the vaccine on or
after 16 years of age.
Additional RMC Immunization Requirements
To prepare for work in clinical settings, Rush Medical
College (RMC) students must meet special compliance
requirements. Immunization requirements follow national
and regional recommendations for health care workers. The
requirements include a documentation of positive serum
titers to measles, mumps, rubella, Hepatitis B and varicella.
Students also must have annual TB screening (Quantiferon
Gold or PPD) and documentation of tetanus (Tdap) vaccina-
tion within the past 10 years.
Documenting Immunization Compliance
All immunization compliance-related activities are covered
by the student health insurance plan. The Medical Student
Health Program (MSHP) at Lifetime Medical Associates
is responsible for all compliance testing, vaccinations and
management of exposures. Lifetime Medical Associates will
administer a QuantiFERON Gold test (QFT-G) to all medical
students during orientation.
For additional help with immunization compliance, please
call the oice to schedule an appointment, and bring a copy
of your student health insurance card with you. Always let
the front desk sta at Lifetime Medical know that you are a
Rush Medical College student and that you need an appoint-
ment for a compliance-related visit.
LIFETIME MEDICAL ASSOCIATIES (LMA)
Suwon (Vicki) Nopachai, MD, Director of Student Health
Westgate Building (1645 W. Jackson St.), Suite 215
(312) 942-8000
8 a.m. - 5 p.m., Monday - Friday
If proof of immunization is required for an outside elective,
required health forms may be emailed to the Associate
Director of MSHP. Amanda Cockrell, LNP (Amanda_L_
[email protected]), faxed to (312) 942-3551, or dropped o
in the clinic. Prior to Lifetime Medical Associates releasing
this information, students must have a release of information
form on file.
Technical (Non-Academic) Standards
Rush Medical College oers an undierentiated MD degree
airming the general knowledge and skills to function in a
broad variety of clinical situations and the capacity to enter
residency training and qualify for medical licensure.
A candidate for the MD degree must have abilities and skills
in six areas: observation, communication, motor, intellectual
(conceptual, integrative and quantitative), behavioral and
social, and demonstrate ethics and professionalism.
Essential abilities and characteristics required for comple-
tion of the MD degree consist of certain minimum physi-
cal and cognitive abilities and emotional characteristics
to assure that candidates for admission, promotion and
graduation are able to complete the entire course of study
and participate fully in all aspects of medical training, with or
without reasonable accommodation.
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our I CARE core values (innovation, collaboration, account-
ability, respect and excellence) translate into our work with
all students, including those with disabilities. Rush actively
collaborates with students to develop innovative ways to
ensure accessibility and creates a respectful accountable
culture through our confidential and specialized disability
support. Rush is committed to excellence in accessibility. We
encourage students with disabilities to disclose and seek
accommodations.
Observation: Students should be able to obtain information
from demonstrations and experiments in the basic sciences.
Students should be able to assess a patient and evaluate
findings accurately. These skills require the use of vision,
hearing and touch, or the functional equivalent.
Communication: Students should be able to communicate
with patients in order to elicit information, detect changes
in mood and activity, and to establish a therapeutic relation-
ship. Students should be able to communicate via English
eectively and sensitively with patients and all members of
the health care team both in person and in writing.
Motor: Students should, after a reasonable period of time,
possess the capacity to perform a physical examination and
perform diagnostic maneuvers. Students should be able to
execute some motor movements required to provide gen-
eral care to patients and provide or direct the provision of
emergency treatment of patients. Such actions require some
coordination of both gross and fine muscular movements
balance and equilibrium.
Intellectual, conceptual, integrative and quantitative
abilities:
Students should be able to assimilate detailed and
complex information presented in both didactic and clini-
cal coursework, and engage in problem solving. Students
are expected to possess the ability to measure, calculate,
reason, analyze, synthesize and transmit information. In
addition, students should be able to comprehend three-
dimensional relationships and to understand the spatial
relationships of structures and to adapt to dierent learning
environments and modalities.
Behavioral and social abilities: Students should possess
the emotional health required for full utilization of their intel-
lectual abilities, the exercise of good judgment, the prompt
completion of all responsibilities attendant to the diagnosis
and care of patients, and the development of mature, sensi-
tive and eective relationships with patients, fellow stu-
dents, faculty and sta. Students should be able to tolerate
physically taxing workloads and to function eectively under
stress. They should be able to adapt to changing environ-
ments, to display flexibility and learn to function in the face
of uncertainties inherent in the clinical problems of many
patients. Compassion, integrity, concern for others, interper-
sonal skills, professionalism, interest and motivation are all
personal qualities that are expected during the education
processes.
Ethics and professionalism: Students should maintain and
display ethical and moral behaviors commensurate with the
role of a physician in all interactions with patients, faculty,
sta, students and the public. The student is expected to
understand the legal and ethical aspects of the practice of
medicine and function within the law and ethical standards
of the medical profession.
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reason-
able accommodation to fully engage in the program should
contact the Oice of Student Disability Services to confiden-
tially discuss their accommodations needs. Given the clinical
nature of our programs, time may be needed to create and
implement the accommodations. Accommodations are
never retroactive; therefore, timely requests are essential
and encouraged. Contact the Oice of Student Disability
Services to learn more about accommodations at Rush
University.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Marie Ferro-Lusk, MBA, MSW, LSW, Manager, Oice of
Student Disability Services
Rush University, 600 S. Paulina St., Suite 440, Chicago, IL
60612
(773) 942-5237, Marie_S_Ferr[email protected]
Process: Requests for accommodation by individuals with a
disability as defined by the Rehabilitation Act of 1973 or the
Americans with Disability Act will be considered on the basis
of their abilities and the extent to which reasonable accom-
modation, if required, can be provided. The Rush University
policy for students with disabilities describes the process for
requesting an accommodation and is available in the catalog
and on the website.
Doctor of Medicine
Rush Medical College:
Academic Program
Academic Policies
The Committee on Student Evaluation and Promotion’s
Policy and Procedures contains detailed academic policies
for Rush Medical College students. Please refer to that docu-
ment for anything not detailed in this catalog.
Definition and Recording of Student Status
The following status designations of a student will be
determined and recorded on the student transcript in accor-
dance with these rules by the Oice of Integrated Medical
Education (OIME), the policies and procedures of the
Committee on Student Evaluation and Promotion (COSEP)
and the rules and policies of Rush University.
• Full-time student: Any student enrolled in RMC, paying
tuition or appropriate fees and scheduled to take courses
leading to the MD degree will be designated as a full-time
student.
• Part-time student: RMC does not have a part-time stu-
dent option available to students.
• Independent Study (IS): RMC does not have an
Independent Study option available to students.
• Leave of Absence (LOA): A student who, for a prede-
termined period of time, is not paying tuition and not
actively enrolled or pursuing requirements for an MD
degree at the College will be on an LOA. See the Leave of
Absence Policy for additional information.
• Dismissal. Dismissal is the permanent administrative
termination of a student.
• Withdrawal. A student may voluntarily withdraw from
RMC or may be administratively withdrawn if he/she fails
to participate in courses according to the policies of RMC.
Request for return from withdrawal must be submitted to
OIME and will be adjudicated by COSEP.
For purposes of LOA designation and reporting to external
agencies (e.g., as in letters of recommendation for degree-
programs or training fellowships), RMC students will be
considered to be in Good Academic Standing (as per COSEP
Policies and Procedures) if they meet all of the following
criteria. This designation is not recorded on the student
transcript.
• Student is not currently engaged in a Committee on
Student Evaluation and Promotion (COSEP)-mandated
remediation plan for academic, professionalism, or fitness
for duty concerns
• Student has no current un-remediated course or clerkship
failures
• Student has no current un-remediated failure to meet
minimum passing level on an Objective Structured Clinical
Examination (OSCE)
• Student has no current un-remediated failure on Step 1 or
Step 2 (see COSEP Policies and Procedures for impact of
this LOA on graduation requirements)
• Student has no current un-remediated failure to meet
RMC Professionalism Standards including failure to com-
plete academic requirements (including taking USMLE
exams) by established deadlines
Remediation Plans
Note: The following is excerpted from the COSEP Policies
& Procedures. See the full Policies and Procedures for more
information.
On a case by case basis, COSEP will establish require-
ments for remediation plan for students with outstanding
academic, professional, or fitness to practice deficiencies/
concerns. In developing the remediation plan, COSEP may
consult with a representative(s) from the OIME, the student
and their adviser, and/or the course leader(s) to consider
the needs of the individual students. COSEP will endeavor
to develop a program that, if completed, will strengthen
the student’s prospects for successfully completing the
remainder of his/her medical college program. The student
is responsible for complying with all the requirements of a
given plan as specified.
Student Notification of Remediation Plans: The COSEP
will notify the student in writing of any COSEP action and
prescribed remediation plan within 10 business days of the
COSEP meeting.
Appeal of Remediation Plans: A student may dispute part
or all of the COSEP-designed remediation plan by written
appeal to the chair of the COSEP within 10 business days of
receiving notification of the plan. Appeals are reviewed by
the full COSEP. Decisions of the COSEP regarding appeal of
a remediation plan are final.
Failure to Complete a Remediation Plan: Failure to
successfully complete a remediation plan will constitute
grounds for dismissal.
Dismissal from Rush Medical College
Note: The following is excerpted from the COSEP Policies
and Procedures. See the full Policies and Procedures for more
information.
In discussions of student dismissal, COSEP is empowered
to make recommendations only; final decisions regarding
dismissal are made by the dean of Rush Medical College.
1. Grounds for dismissal: The following will constitute
grounds for consideration of dismissal from the College:
• A failure to successfully complete a COSEP-mandated
remediation plan.
• A subsequent presentation to COSEP for a new con-
cern while currently on a COSEP-mandated remedia-
tion plan.
• A failure in a second required core clerkship, (even if
the prior failure had been successfully remediated) or a
second failure of the same required clerkship.
• A determination by COSEP that a student is not fit to
practice medicine:
– Failure to demonstrate the ability to be a competent
and eective future physician.
– Performance that does not reflect good moral
character, sense of responsibility, sound judgment.
– A single egregious act or pattern of unprofessional
behavior.
• Failure after three attempts to pass USMLE Step 1.
• Failure after three attempts to pass USMLE Step 2
(both Clinical Skills and Clinical Knowledge sections of
this Step) within six months of the first attempt includ-
ing any time on leave of absence (LOA).
• Failure to successfully pass USMLE Step 1 within nine
months of completing M2 coursework including any
time on LOA.
• Failure to successfully pass USMLE Step 2 within 12
months of completing M3 coursework including any
time on LOA.
• Inability to successfully complete all M1 and M2
requirements (including USMLE Step 1) within three
years of matriculation (excluding time on LOA).
• Inability to successfully complete all M1, M2, and
M3 requirements within four years of matriculation
(excluding time on LOA).
• Inability to successfully complete all requirements for
graduation within five years of matriculation (excluding
time on LOA).
2. Procedure for COSEP recommendation for dismissal:
• The student will meet criteria for dismissal as set forth
in the COSEP Policies and Procedures in the immedi-
ately preceding section.
• COSEP will review the entire academic record of the
student while at RMC.
• A recommendation for dismissal must be approved by
COSEP by a majority of the voting members present by
secret ballot. Faculty will recuse themselves from dis-
cussion and/or voting in accordance with the COSEP
Policies and Procedures and the RMC Prevention of
Conflicts in Assessment and Promotion Policy. Course
directors and required clerkship directors must recuse
themselves from voting if the student presented has
previously failed their course/clerkship.
• Following a vote for dismissal, based on an indi-
vidualized assessment of each student, COSEP will
determine the level of student’s participation in the
curriculum while awaiting the COSEP appeal process.
• The chair of the COSEP will notify both the student
and the dean in writing of the COSEP’s recommen-
dation for dismissal within two business days of the
COSEP meeting. The chair of the COSEP will notify
the student in writing of the opportunity to meet with
COSEP (called Student Appeal to COSEP). The student
should submit in writing to the chair of COSEP his or
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her intent to appeal this decision within 10 business
days of the receipt of notification for a recommenda-
tion for dismissal. If a student fails to submit a request
for appeal within this time, the student’s right to appeal
will be forfeited and the COSEP’s recommendation
for dismissal will be forwarded to the dean of Rush
Medical College.
• The chair of COSEP will also determine a deadline for
completion of the appeal process should the student
elect to appeal. If a student fails to complete the
appeal process within this deadline the recommenda-
tion for dismissal will be forwarded to the dean of Rush
Medical College.
3. Procedure for Student Appeal to COSEP:
• The student will submit the request for appeal to
COSEP and the appeal will be scheduled as outlined
above. The chair of COSEP will determine a deadline
for the student to notify COSEP if he/she will have
legal representative at the appeal.
• During the appeal, the student may be accompanied
by a representative, who may be an attorney. If the
representative is an attorney, the representative will be
limited to advising the student and will not be permit-
ted to participate directly in the meeting. If the student
is accompanied by an attorney, COSEP may also have
an attorney present to advise the chair and Committee
members. If the representative is an advocate, the rep-
resentative may be invited to speak on the student’s
behalf but will not be permitted to participate directly
in the meeting.
• A vote as to whether or not to uphold the dismissal
recommendation will be taken by secret ballot, and
the result will be determined by a majority vote of a
quorum present.
– Successful appeal: If the recommendation for
dismissal is overturned, then COSEP will develop a
remediation plan.
– Unsuccessful appeal: If the recommendation for
dismissal upheld, the COSEP recommendation will
be forwarded to the dean of Rush Medical College.
– The student will be notified in writing of the COSEP
vote and decision within two business days of the
COSEP meeting.
Non-credit elective courses may be taken in parallel with the
required first-year curriculum.
USMLE Step 1
Prior to the start of the third year, students must take the
United States Medical Licensing Examination (USMLE) Step
1. Students who do not pass USMLE Step 1 are required
to discontinue the third year curriculum for remediation.
Students who fail the USMLE Step 1 are removed from clini-
cal rotations and placed on a LOA to the beginning of the
next M3 year, provided a passing score is achieved. See
COSEP Policies and Procedures for additional information.
4. Dean’s Appeal Procedure:
• Students who have an unsuccessful appeal of a
dismissal recommendation of COSEP will have an
opportunity to appeal the dismissal recommendation
to the dean. The student must request such an appeal
to the dean in writing within 10 business days from his/
her receipt of the chair’s notice of unsuccessful appeal.
If a student fails to submit a request for appeal within
this time, the student’s right to appeal to the dean will
be forfeited.
• An appeal of the COSEP recommendation will
be considered by the dean only in the following
circumstances:
– The existence of procedural error(s) is so substan-
tial that it would likely alter the ultimate outcome
– Presentation of new and significant evidence which
was not reasonably available at the time of the initial
COSEP review or COSEP appeal and would likely
alter the ultimate outcomes
– The outcome imposed is substantially dispropor-
tionate to the violation
– A conflict of interest not previously addressed at
COSEP or COSEP appeal level
• The dean has the option to have the student appeal
heard by a panel of three faculty (such faculty shall
have a background in medical education, shall not
currently sit on COSEP, and shall have no conflict of
interest with the student) or hear the appeal directly.
The dean or the panel shall have the hearing within 10
business days of the student’s notification to pursue an
appeal to the dean. Reasonable delays to this timeline
may be allowed, if requested in writing by the student
and approved by the dean.
• The chair of the COSEP will prepare the student’s
COSEP file in advance for presentation to the dean or
the faculty panel. The student may submit additional
material on their behalf at this time, in accordance with
the grounds for appeal as stated above.
• The student is allowed to speak on their own behalf.
The student may be accompanied by a representative,
who may be an attorney. If the representative is an
attorney, the representative will be limited to advising
the student and will not be permitted to participate
directly in the meeting. If the representative is an
advocate, the representative may be invited to speak
on the student’s behalf but will not be permitted to
participate directly in the meeting. The dean or panel,
as applicable, may have an attorney present who will
serve only in an advisory capacity.
• The chair of COSEP and members of OIME will present
the basis for the COSEP recommendation of dismissal
to the dean or the faculty panel. The dean or the panel
will review the basis of the recommendation and the
process followed by OIME and COSEP.
• The dean will review the recommendations from
both COSEP and the faculty panel, if impaneled, and
render the final decision for the student. The dean
will endeavor to issue a final decision in writing to
the student within 10 business days of the receipt of
panel review recommendations or the appeal meeting
with the student, if the dean elects to hear the appeal
directly.
Doctor of Medicine (MD): Curriculum
First and Second Years
First Year Required Courses Credits
RMD-560 The Foundation of Medical
Practice
1
RMD-561 Host Defense and Response 1
RMD-574 Vital Fluids 1
RMD-575 Vital Gases 1
RMD-563 Food to Fuel 1
RMD-564 Movement and Mechanics 1
RMD-565 Brain, Behavior and Cognition 1
RMD-580 Foundations of Research
Methods
(This course is taken three times in
first year)
1
IPE-502 Interprofessional Patient Centered
Teams
(This course is taken over fall and
spring semesters of the first year)
Non Credit
First Year Electives Credits
RMD-540 Humanities in Medicine I 1
RMD-541 Humanities in Medicine II 1
RMD-542 Spanish for Medical Professionals I 1
RMD-543 Spanish for Medical Professionals II 1
RMD-570 Clinical Genetics I 1
RMD-571 Clinical Genetics II 1
RMD-780 Basic Biomedical Research I 1
RMD-781 Basic Biomedical Research II 1
Second Year Required Courses Credits
RMD-566 Reproduction and Sexuality 1
RMD-567 Growth, Development and the Life
Cycle
1
RMD-569 Complex Cases and Transition to
Clerkship
1
RMD-576 Introduction to Hematology 1
RMD-577 Introduction to Oncology 1
RMD-580 Foundations of Research Methods
(This course is taken twice in the second year)
1
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Rush University
College of Nursing
Third and Fourth Years
Prior to the start of the third year, students participate in
the Clinical Resources and Skills for the Hospital (CRASH)
course, which is an intensive review of clinical skills.
Third Year
The third year involves 42 clinical weeks in required core
clerkships in internal medicine, neurology, pediatrics, psy-
chiatry, obstetrics/gynecology, surgery and primary care.
There are six weeks of time (four before or after the primary
care clerkship, and two following the obstetrics and gyne-
cology clerkship) that students may use to take non-credit
elective courses for which they are eligible.
Electives
Students are required to take 32 weeks of electives. Please
note: Only elective weeks taken during the student’s M4 year
count toward this requirement. Clinical elective rotations
taken in other years cannot contribute toward the fulfillment
of the 32 weeks of required electives.
USMLE Step 2
All students must take and pass both the Clinical Knowledge
(CK) and Clinical Skills (CS) components of USMLE Step 2
during the student’s fourth year by a date determined by
the OIME. Failures on either component are reported to the
COSEP. See COSEP Policies and Procedures for additional
information.
Specialty Curriculum Programs
Family Medicine Leadership Program (FMLP)
The Family Medicine Leadership Program, or FMLP, gives
students the opportunity to engage in enhanced primary
care clinical training and experiences throughout their four
years of education. Students in the FMLP will participate in a
curriculum specifically geared toward the tenets of a career
in family medicine, emphasizing the impacts of family and
community on health, the role of interdisciplinary care, and
the development of skills in leadership and scholarly pursuit.
A maximum of five students will be admitted per cohort.
Students register for the pass/fail course FAM 705 for every
term in which they are enrolled in the FMLP. Students who
desire to change paths during medical school may opt out of
the FMLP.
• FAM-705 Family Medicine Leadership Program (FMLP)
Credit(s): 1
Health Equity & Social Justice Leadership Program
The Health Equity & Social Justice Program gives students
the opportunity to engage enhanced clinical training and
experiences focused on themes of global and local health
equity/social justice. Students in the program will participate
in a curriculum specifically geared toward a career focused
on vulnerable populations, health equity and global health.
A maximum of twenty students will be admitted per cohort.
Students register for the pass/fail course RMD 572 for every
term in which they are enrolled in the Health Equity Program.
Students who desire to change paths during medical school
may opt out of the Health Equity Program.
• RMD-705 Health Equity Program: Global and Local
Perspective Credit(s): 1
Fourth Year
The fourth year involves a required emergency medicine core
clerkship, a required senior sub-internship, a clinical bridge
course to prepare students for residency and a series of
elective clerkships which ultimately comprise a minimum of
44 total weeks. Of the 32 weeks of required student-chosen
electives, up to 12 weeks of elective study may take place
at other Liaison Committee on Medical Education (LCME)
— or Accreditation Council for Graduate Medical Education
(ACGME)-accredited institutions and a maximum of 12 weeks
of elective rotations may be taken in a single subspeciality.
Third Year Credits
MED-703 Core Clerkship: Internal Medicine 8
NEU-701 Core Clerkship: Neurology 4
OBG-703 Core Clerkship: Obstetrics &
Gynecology
6
PED-701 Core Clerkship: Pediatrics 8
PSY-701 Core Clerkship: Psychiatry 4
RMD-701 Core Clerkship: Primary Care 4
SUR-701 Core Clerkship: Surgery 8
Fourth Year Credits
RMD-722 Clinical Bridge Course 2
EMD-703 Core Clerkship: Emergency
Medicine
4
Choose one of the following subinternship courses:
FAM-710 Subinternship: Family Medicine 4
MED-710 Subinternship: Internal Medicine 4
PED-710 Subinternship: Pediatrics 4
SUR-710 General Surgery Subinternship 4
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Welcome to the College of Nursing
On behalf of the faculty of Rush University College of Nursing, I extend
to you our warmest welcome. We are pleased and honored that you have
chosen to further your education at Rush and are committed to having the
degree that best prepares you for a rich and fascinating career in nursing
and health care. Rush is renowned for its integration of education and
practice, and you will have the opportunity to work with extraordinary
scholars and clinicians throughout your journey in the College of Nursing.
Please know that you can feel comfortable calling on me and any other
member of the faculty to meet your personal learning needs.
Your success is our success and every member of our faculty and sta will
do what it takes to ensure not only your timely completion of the program,
but a quality degree that will groom you for health care leadership.
Again, our warmest welcome to the Rush University College of Nursing and
Rush University Medical Center.
Barbara A. Swanson, PhD, RN, FAAN, ACRN
Acting Dean, College of Nursing
College of Nursing Description
Rush University College of Nursing is a private, not-for-
profit graduate college of nursing. It is currently comprised
of three degree programs — Master of Science in Nursing
(MSN), Doctor of Nursing Practice (DNP) and Doctor of
Philosophy in Nursing Science (PhD) — as well as a post-
graduate certificate program. The College of Nursing faculty
thoroughly prepare students to advance the quality of
patient care and nursing practice in a multitude of health
care environments and to be leaders focused on improving
health outcomes, whether at the bedside, in a research set-
ting or directing an organization.
The education and preparation of students to meet the
health needs of a culturally diverse society is facilitated at
Rush by the integration of academic, research and clinical
practice components. Rush students have the advantage
of attending a private university that is a vital part of a
nationally recognized academic medical center. This unique
integration stimulates excellence in education, practice,
scholarly activities, and professional leadership by the fac-
ulty and the graduates of the College of Nursing.
The MSN and DNP programs at Rush University College of
Nursing are accredited by the Commission on Collegiate
Nursing Education.
College of Nursing Mission
The mission of Rush University College of Nursing is to
educate a broadly diverse student body that will deliver
exceptional health care, generate innovative knowledge
and provide transformative leadership to improve health
outcomes for all populations.
College of Nursing Vision
The vision of the College of Nursing is to lead health care
transformation through innovative nursing education, prac-
tice, research and scholarly inquiry.
Philosophy
The College of Nursing philosophy expresses the beliefs
of the faculty regarding the metaparadigm of nursing and
nursing education.
Person
The faculty believes that a person is a unique being who
possesses innate dignity and worth with the right to self-
determination. Persons live as individuals and as members
of families, communities, and national and global societies.
Environment
The environment includes the multiple systems in which
persons interact. This environment includes personal,
physical, family, community, societal, economic, cultural and
political systems. Persons influence, and are influenced by,
their environments.
Health
Health is a dynamic state of well-being that interacts with
personal factors and the environment. It is perceived in the
context of a multi-system environment.
Nursing
Nursing is both a discipline and a profession. The focus of the
discipline is the generation of knowledge related to persons
and their environments for the purpose of maximizing the
well-being of individuals, families, communities and society
through health promotion, restoration and maintenance. The
focus of the profession is the care of individuals, groups and
communities through application of discipline-specific and
discipline-related knowledge. Nurses contribute both individ-
ually and collaboratively with other professionals to promote
positive health outcomes. Nurses apply a professional code
of ethics and professional guidelines to clinical practice, and
demonstrate compassion, advocacy and cultural sensitivity.
Nursing Education
The education of nurses is a process by which the knowledge,
skills, values and culture of nursing are transmitted to the
learner. The faculty believes that professional nursing educa-
tion is accomplished in a university setting and in an environ-
ment where nursing education, practice and research are
integrated. Nursing education is built upon knowledge from
the sciences, arts and humanities so students understand and
value the human experience and its relationship to health.
Nursing faculty members foster student growth by providing
learning experiences in a variety of health care settings so
students can understand the complexity of health care and
learn the nursing role. The education of nurses is an interac-
tive process whereby students are actively engaged learners
who take responsibility for their education and practice.
The curricula of the College of Nursing are designed to
produce nurses who are the following:
• Competent, caring practitioners; lifelong learners that
value scholarship; and collaborative members of
interprofessional teams and leaders in the profession
• Clinical scholars who contribute to the scientific basis
of nursing practice, improve clinical outcomes through
evidence-based practice, and positively influence the
profession and the health care system
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College of Nursing Diversity
Statement
The best future for nursing depends on our ability to
prepare a broadly diverse student body to become nurse
clinicians, researchers and leaders who will improve health
care outcomes for all populations.
The preparation of a diverse nursing workforce is paramount
to the delivery of eective, culturally congruent and acces-
sible health care in an increasingly diverse nation. A broadly
diverse student body promotes an enriched environment
and deeper learning for all students and a more capable
health care workforce. Diversity is defined broadly and
includes but is not limited to race, ethnicity, gender, sexual
orientation, disability, age, religion and veteran status.
Rush University College of Nursing uses a holistic admis-
sions process where a student’s experiences, attributes
and academic performance all have merit in making an
admissions decision. Each candidate brings a unique set of
personal attributes, characteristics, culture and experiences,
but all students can contribute to the creation of a diverse
and inclusive learning environment. These important ele-
ments are considered in combination with how the individual
will contribute value as a health professions student and
future nurse.
The Rush community strives to be an intentionally inclusive
setting where students will thrive in learning, co-curricular
and community experiences. An inclusive environment
empowers all participants to reach their highest potential,
learn from each other and develop a thoughtfulness that
values diverse perspectives.
Programs
The College of Nursing oers graduate nursing education
that allows the student to exit with one of the following
degrees:
• Master of Science in Nursing (MSN)
• Doctor of Nursing Practice (DNP)
• Doctor of Philosophy in Nursing Science (PhD)
Postgraduate certificate programs also exist in a few
advanced practice specialties.
A set of core courses, or its equivalent, is required for every
student. Advanced clinical specialty courses are required
as determined by an area of advanced practice concentra-
tion. Cognate courses representing coursework from the
biological, behavioral and organizational sciences may also
be required by each degree.
Admission Entry Points
Several entry points are available depending on the educa-
tional goals and academic background of the applicant:
1. Students with a baccalaureate degree in another field
may apply for the Master’s Entry in Nursing (MSN)
Clinical Nurse Leader for Non-Nurses program: Generalist
Entry Master’s (GEM).
2. RNs with a baccalaureate degree with an upper division
major in nursing may apply directly for the MSN Nursing
Leadership: Clinical Nurse Leader, advanced practice DNP
or PhD degree options.
3. RNs with a master’s degree in nursing may apply for DNP
or PhD degree options.
4. RNs who already have an advanced practice graduate
degree in nursing (MSN or DNP) who wish to specialize
in a dierent clinical area may apply for a non-degree
postgraduate certificate in selected specialty areas.
5. Non-nurses who hold a graduate degree in a health-
related field will be considered for admission to the PhD
program.
Master’s Entry in Nursing (MSN) Clinical
Nurse Leader for Non-Nurses: Generalist Entry
Master’s (GEM)
The GEM program is a full-time, on-campus, 24-month pro-
gram. Applicants must have earned a bachelor’s degree in
another field prior to matriculation. All prerequisite course-
work must be completed prior to the application deadline.
Students graduate with a Master of Science in Nursing
(MSN) and the ability to sit for certification as a Clinical
Nurse Leader.
Master of Science in Nursing (MSN) Leadership:
Clinical Nurse Leader for RNs
The MSN Clinical Nurse Leader program for RNs is a part-
time, online, two-year program. The program is available
to bachelor’s-prepared RNs who wish to obtain a master’s
degree in nursing (MSN). Graduates have the ability to sit for
certification as a Clinical Nurse Leader.
Doctor of Nursing Practice (DNP)
There are currently 14 DNP tracks oered in BSN-DNP and
MSN-DNP options. Some tracks are oered completely
online - some in hybrid format with a portion of coursework
oered only on campus (see the College of Nursing web-
page for details). The Nurse Anesthesia track is only oered
on campus. Depending upon the area of specialization, most
BSN-DNP options range between 64 and 71 credit hours.
MSN-DNP options require a minimum of 30 credit hours of
coursework.
All clinical specialty areas provide the requisite didactic and
clinical coursework in order to sit for certification. Course
requirements vary in each program track.
Some areas of focus have RN practice requirements that
must be met prior to enrollment in the program. These
program-specific requirements are delineated below under
Program Specific Requirements.
Students are considered for admission to the DNP program
in one of the following areas of focus:
Doctor of Nursing Practice in a Clinical Specialty
Doctor of Nursing Practice in a Clinical Specialty
BSN or MSN-prepared students select a specific clinical spe-
cialty track upon application to the DNP program. Students
may choose an area of specialization in one of the following
roles and populations:
• Nurse Practitioner:
– Adult-Gerontology Acute Care (AGACNP)
– Adult-Gerontology Primary Care (AGPCNP)
– Family (FNP)
– Neonatal (NNP)
– Pediatric Primary Care (PNP)
– Pediatric Acute Care (ACPNP)
– Psychiatric-Mental Health (PMHNP)
• Clinical Nurse Specialist:
– Adult-Gerontology Acute Care (AGACCNS)
– Neonatal (NCNS)
– Pediatric (PCNS)
• Advanced Public Health Nursing (APHN)
• Nurse Anesthesia (CRNA)
Doctor of Nursing Practice in Leadership
MSN-prepared students select a specific leadership track
based on their desire to improve health outcomes in systems
or populations.
• Transformative Leadership: Systems
• Transformative Leadership: Population Health
Doctor of Philosophy in Nursing Science (PhD)
The Doctor of Philosophy in Nursing Science (PhD) program
is a minimum of 64 credit hours and can be taken as a three-
year, full-time or four-year, part-time curriculum.
The PhD in Nursing Science is available to both bachelor’s and
master’s-prepared nurses wishing to attain a PhD degree. Non-
nurses who hold a graduate degree in a health-related field
may also apply. We do not require specific work experience for
admission to the program.
This program is online, but it also includes periodic visits to
the Rush campus. The initial visit is in the first fall term, with
subsequent visits for intensive learning sessions occurring
every summer for the next three years.
College Admission Requirements
All applicants applying to Rush University College of Nursing
do so through a centralized application system, NursingCAS.
Application materials (essay, references, transcripts, GRE
scores if required, etc.) must be submitted directly to
NursingCAS prior to the application deadline. Applicants
will be invited to submit a supplemental application directly
to the College of Nursing upon receipt of their NursingCAS
application.
Admission/Application Guidelines
All applicants will be evaluated on the following:
• A minimum of a bachelor’s degree from an accredited
institution.
• All calculated GPAs of 3.0 or higher (on a 4.0 scale).*
• A completed application submitted to NursingCAS.
• A brief Rush supplemental application.
• Oicial transcripts from all accredited institutions of higher
education attended, regardless of whether a degree was
earned.
• A current resume or CV.
• Substantive personal essay statement.
• RN licensure in the United States (for advanced practice
post-licensure programs).
• Three letters of recommendation from faculty and/or work
managers (for post-licensure applicants: at least one letter
must come from current or recent employer). Relationship
of recommenders to you must be in a supervisory capac-
ity. Recommendations from friends, relatives or co-workers
will not be accepted and will cause your application to be
delayed or denied. Please refer to the College of Nursing
webpage admission guidelines for your specific program for
more detailed recommender information.
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• Graduate Record Examination (GRE) scores, if required.
– The GRE is required for all applicants to the Nurse
Anesthesia and PhD programs and cannot be waived.
– The GRE can be waived for other programs under the
following conditions:*
1. For the Master’s Entry in Nursing (MSN) for Non-
Nurses: Generalist Entry Master’s (GEM), a cumula-
tive GPA of 3.00 or higher.
2. For the MSN and DNP postlicensure programs, a
cumulative GPA of 3.00 or higher, a prelicensure
nursing GPA of 3.0 or higher; and a graduate GPA
(of a completed degree) of 3.5 or higher.
– Post-graduate certificate students are not
required to take the GRE.
• TOEFL (Test of English as a Foreign Language) scores, if
required.
– TOEFL is required for applicants who are non-native
speakers of English. This requirement may be waived if
the applicant has completed a minimum of three years
of higher education and received their baccalaureate
degree in the United States.
• All foreign institutions attended require course-by-course
ECE, WES, or CGFNS transcript evaluation.
After an initial review of completed files, a subset of appli-
cants are invited to interview with faculty.
*Cumulative GPA calculated for all applicants, prerequisite
science GPA for GEM applicants only, and prelicensure
nursing GPA for all graduate programs except GEM.
Program-Specific Requirements
Generalist Entry Master’s (GEM) applicants must have all
prerequisite courses completed by the application deadline..
Advanced Practice applicants must have the following
experience by the application deadline:
• Adult-Gerontology Acute Care: minimum of six months
of recent adult critical care or adult acute care nursing
experience
• Adult-Gerontology Primary Care: preference is given to
applicants with RN experience
• Family: preference is given to applicants with RN
experience
• Neonatal: minimum of six months of recent inpatient
neonatal nursing experience
• Nurse Anesthesia: minimum of one year (two years pre-
ferred) of recent adult critical care nursing experience
• Pediatric Acute Care: minimum of six months of recent
inpatient pediatric nursing experience
• Pediatric Primary Care: preference is given to applicants
with RN experience
• Psychiatric-Mental Health: preference is given to appli-
cants with RN experience
All application materials are taken into consideration when
evaluating an applicant.
Applicants must have earned a baccalaureate degree with
a recognized upper-division major upon enrollment. The
majority of credit toward the degree should be earned
through university-level coursework. Students taking
courses under Rush student-at-large status will neither be
admitted nor allowed to matriculate as an enrolled student
if their Rush GPA is below 3.0. A grade of B or better must
be earned in any course taken at another institution or as
a Rush student-at-large in order for it to be considered for
transfer.
Deadlines for Application
Current application deadlines for nursing programs may be
obtained on the College of Nursing Program and Admission
webpage. All application materials must be received by the
indicated deadline. Applicants are encouraged to apply early
in order to avoid missing deadlines due to a lack of required
documentation.
Technical Standards
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values — I CARE (innovation, collaboration,
accountability, respect and excellence) — translate into
our work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure accessibility and create a respectful,
accountable culture through our confidential and specialized
disability support. Rush is committed to excellence in acces-
sibility; we encourage students with disabilities to disclose
and seek accommodations.
If you had suicient education would you be able to perform
the following technical standards:
Acquire information
• Acquire information from demonstrations and experi-
ences in nursing courses, such as lecture, group and
physical demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval).
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
• Identify information presented in images from paper,
slides, videos and transparencies
• Recognize and assess patient changes in mood, activity
and cognition, and verbal and non-verbal communication
Use and interpret
• Use and interpret information from assessment tech-
niques/maneuvers, such as those involved in assessing
respiratory and cardiac function, blood pressure, blood
sugar, neurological status, etc.
• Use and interpret information related to physiologic
phenomena generated from diagnostic tools (i.e., sphyg-
momanometer, otoscope, ophthalmoscope) during a
comprehensive examination of a client or patient
Motor
• Possess psychomotor skills necessary to provide holistic
nursing care and perform or assist with procedures, treat-
ments and medication administration
• Practice in a safe manner and appropriately provide care
in emergencies and life support procedures and perform
universal precautions against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information including a medical history
and other information to adequately and eectively evalu-
ate a client or patient’s condition
Intellectual ability
• Measure, calculate, reason, analyze and synthesize data
related to patient diagnosis and treatment of patients
• Exercise proper judgment and complete responsibilities in
a timely and accurate manner according to the advanced
generalist-nursing role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory or assessment
strategy
• Ask for help when needed and make proper judgments of
when a nursing task can or cannot be carried out alone
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to changing environments inherent to the class-
room and practice settings
Character
• Demonstrate concern for others, integrity, accountability,
interest and motivations are necessary personal qualities
• Demonstrate intent and desire to follow the ANA
Standards of Care and Nursing Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine that they require reason-
able accommodation to fully engage in the program, should
contact the Oice of Student Accessibility Services to con-
fidentially discuss their accommodations needs. Given the
clinical nature of our programs, time may be needed to cre-
ate and implement the accommodations. Accommodations
are never retroactive; therefore, timely requests are essential
and encouraged.
To learn more about accommodations at Rush University
please contact the Oice of Student Accessibility Services:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
Rush University
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
International Students
Students from other countries are welcome to apply. Limited
financial aid is available. TOEFL is required for applicants
who are non-native speakers of English. This requirement
may be waived if the applicant has completed a minimum of
three years of higher education and received their baccalau-
reate degree in the United States.
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Student Progression in the
College of Nursing
Student progress in the College of Nursing is reviewed
and evaluated in several ways. The progressions policies
established by the faculty are interpreted and applied by the
student’s academic adviser, the Oice of the Dean and the
College of Nursing Progressions Committee. The College of
Nursing reserves the right to request a leave of absence or
the withdrawal of any student whose conduct, physical or
mental health, or performance demonstrates lack of fitness
for continuance in a health profession. Should a student’s
behavior come into question, policies and procedures to
determine the student’s continuing status in the college are
delineated in the College of Nursing Student Guidebook.
Since much of the work in nursing assumes that students
will achieve a progressively higher level of understanding
and skill, high academic performance is expected. The indi-
vidual student is responsible for acquiring knowledge inside
and outside of formal classroom and clinical settings.
Academic Progressions Policy
A student must achieve an A or B grade in all required
clinical nursing courses. If a student receives a C grade in a
single clinical didactic course or a single clinical practicum,
the student must repeat the course prior to graduation.
A student may repeat only one clinical didactic or clinical
practicum in a program of study. An F or N grade in any
required course places the student on academic probation
and may result in dismissal from the program. A grade of
F, N or a second C in a required clinical didactic or clini-
cal practicum may result in dismissal from the program.
Permission may be given to retake a course at the discretion
of the Progressions Committee. If permitted, a student has
only one opportunity to achieve a passing grade. An F or N
grade in the repeated courses may result in dismissal.
Students in all graduate programs must maintain a cumula-
tive 3.0 average in graduate coursework to remain in good
academic standing. If a student’s cumulative GPA drops
below 3.0, they will be placed on academic probation. A
student may enroll for no more than two consecutive terms
as a probationary student. Students may be dismissed from
the College of Nursing upon failing to achieve satisfactory
academic standing in the required period of time or if the
student incurs a second probationary event.
To be awarded a degree or certificate, a student must be in
good academic standing at the completion of the program.
Please refer to the College of Nursing Student Guidebook
for a complete review of the college academic progression
policy.
College of Nursing Committees
Faculty Senate
The Faculty Senate is the senior representative and govern-
ing body for the College of Nursing faculty and operates as
the Committee on Committees. The senate has eight elected
members: six faculty members and two student representa-
tives. Members of this body serve three-year terms.
Standing Committees
The Standing Committees of the College of Nursing assist
with the work of the college. The faculty elects members of
the committees annually to serve three-year terms. Students
are also elected to represent the student body on various
committees. The committees include the following:
Admissions and Progressions
The Admissions and Progressions Committee is responsible
for the review of all applicants to the College of Nursing
and maintaining the admission standards and policies for
all nursing programs. This joint committee is also charged
with oversight of the progression standards and policies for
all nursing programs and for the progress and performance
review of all students.
Curriculum
There is a curriculum committee for each of the College of
Nursing programs: MSN, DNP and PhD. These committees
are charged with overseeing the quality and integrity of their
respective curricula. The committees review all new courses
and/or major changes in the curriculum, establish and
monitor methodology for curriculum evaluation and provide
overall consistency for curriculum development.
Diversity and Inclusion
The mission of the Diversity and Inclusion committee is to
safeguard the well-being of those within and connected
to the College of Nursing by promoting, monitoring and
evaluating diversity and inclusion initiatives. The Diversity
and Inclusion committee endeavors to engage students,
faculty and sta in a welcoming and supportive environ-
ment whereby mutual respect and cultural competence are
paramount. The committee works to ensure diversity and
inclusion goals of other standing committees are supported,
and strategies are coordinated and aligned to meet the
University and College of Nursing strategic plan’s diversity
and inclusion goals.
Evaluation
This committee evaluates the integrity and quality of the
academic enterprise in the College of Nursing using the CON
The Postgraduate Non-Degree certificate is intended for
nurses who already have an advanced practice graduate
degree in nursing (MSN or DNP) who wish to specialize
in a dierent clinical area. The Postdoctoral Non-Degree
Certificate is intended for nurses who already have an
advanced practice doctorate of nursing practice (DNP)
degree who wish to specialize in a dierent clinical area.
Students are expected to take the courses outlined in
the program(s) of study provided below. In addition, it is
expected that the student already has the equivalent to the
Rush graduate core courses as part of their previous gradu-
ate program, as well as the specified additional courses
listed for each certificate program. If these courses or their
equivalent have not been completed prior to admission, then
they may be taken as part of the program of study. Review
of these courses for equivalence and transfer credit will be
done upon admission into the program.
Postgraduate Advanced-Practice Certificate Options
• Acute Care Pediatric Nurse Practitioner (AC PNP)
• Neonatal Nurse Practitioner (NNP)
• Psychiatric-Mental Health Nurse Practitioner (PMHNP)
Postdoctoral AdvancedPractice Certificate Option
• Adult-Gerontology Acute Care Nurse Practitioner
(AGACNP)
CERTIFICATE
Postgraduate and Postdoctoral Non-Degree Certificate
Evaluation Matrix, ensures the College of Nursing programs
are future-oriented and innovative in their approach and
align with College of Nursing and University strategic plans,
and promotes communication across the three curriculum
committees by meeting at least once per term with the three
committee chairs to discuss curriculum quality issues and
processes.
Faculty Appointments and Promotions
This committee acts upon the appointments and promotions
of faculty in accordance with the Rules for Governance.
Faculty Development
The Faculty Development Committee performs a peri-
odic needs assessment and establishes, implements and
evaluates faculty orientation, mentoring and development
programs in collaboration with the College of Nursing and
University.
Research
This committee establishes, implements and evaluates
criteria for the distribution of funds allocated for faculty and
student research activities in collaboration with the Oice
of Research and Scholarship, with emphasis on underserved
populations. They also collaborate with the dean and the
associate dean for research regarding matters pertaining
to research enrichment and suggest measures for ongoing
facilitation of research productivity for faculty and students.
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Population/Role: Neonatal Nurse Practitioner (NNP)
The following are prerequisite graduate-level coursework (or
equivalent) to be completed prior to, or as part of, the NNP
PGC program of study. These courses may be from an APRN
graduate program from another institution or completed at
Rush University. A gap analysis and individualized program
of study will be completed for each matriculating student.
• Advanced pharmacology
• Advanced physiology
• Transition to the APRN role
Advanced-Practice Core Credit Hours
NSG-547 Neonatal Pathophysiology 3
NSG-548 Advanced Neonatal Physical Assessment 3
Subtotal: 6
Specialty Curriculum Content Credit Hours
NSG-546 Devel Physiology Fetus/Neonates 3
NSG-549 Neonatal Pharmacotherapeutics 3
NSG-550A Neonatal Management I 3
NSG-550B Neonatal Management II 3
NSG-550C Neonatal Management III 3
Subtotal: 15
Specialty Practica Credit Hours
NRS-541P Specialty Practicum 1-12
3 (252 Clock Hours)
NRS-600P Specialty Residency 1-7
3 (252 Clock Hours)
Subtotal: 6
Total: 27
Population/Role: Psychiatric-Mental Health Nurse Practitioner (PMHNP)
The following are prerequisite graduate-level coursework
(or equivalent) to be completed prior to, or as part of, the
PGC program of study. These courses may be from an APRN
graduate program from another institution or completed at
Rush University. A gap analysis and individualized program
of study will be completed for each matriculating student.
• Advanced pathophysiology
• Advanced pharmacology
• Advanced health assessment
• Transition of APN role course
Specialty Curriculum Content Credit Hours
NSG-576 Neuropathophysiology: Lifespan Approach 3
NSG-575 Psychopharmacology 3
NSG-534 Major Psychopathological Disorders 3
NSG-577A Diagnostics & Management I: Psychiatric Assessment Across Lifespan 3
NSG-577B Diagnostics & Management II: Evidence Based Treatment 3
NSG-577C Diagnostics & Management III: Group Therapy and Complex Care 3
Subtotal: 18
DNP and Specialty Practica Credit Hours
NRS-541P Specialty Practicum 1-12
NRS-600P Specialty Residency 1-7
Subtotal: 12
Total: 30
Postdoctoral Advanced-Practice Certificate Option
Population/Role: Adult-Gerontology Acute Nurse Practitioner (AGACNP)
All plans of study are individualized to the student, and
additional courses may be required based on the student’s
previous graduate coursework.
The following are prerequisite graduate-level coursework
(or equivalent) to be completed prior to, or as part of, the
PDC program of study. These courses may be from an APRN
graduate program from another institution or completed at
Rush University. A gap analysis and individualized program
of study will be completed for each matriculating student.
• Advanced pathophysiology
• Advanced pharmacology/applied pharmacology
• Advanced health assessment across the lifespan
• Diagnostics for the APRN
• Transition to the APRN role
• Health promotion
Specialty Curriculum Content Credit Hours
NSG-570A Pharmacotherapeutics Acute Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571C Management: Adult/Gerontology Acute and Critical Illness I 4
NSG-571D Management: Adult/Gerontology: Acute & Critical Illness II 2
NSG-572 Quality & Safety for the Aging Adult 3
Subtotal: 15
Specialty Practica Credit Hours
NSG-606 DNP Specialty Practicum 1-12
NSG-607 DNP Immersion Residency 1-14
Note: Additional practicum hours may be required by the area of concentration and/or individual student needs. Subtotal: 6
Total: 21
Post-Graduate Advanced Practice Certificate Options
Area of Focus: Acute Care Pediatric Nurse Practitioner (ACPNP)
The following are prerequisite graduate level coursework
(or equivalent) to be completed prior to, or as part of, the
PGC program of study. These courses may be from an APRN
graduate program from another institution or completed at
Rush University. A gap analysis and individualized program
of study will be completed for each matriculating student.
• Advanced pathophysiology
• Advanced pharmacology/applied pharmacology
• Advanced physiology
• Advanced health assessment/diagnostics
• Palliative care Training: ELNEC Pediatric, Palliative Care
Certification, or Palliative Care Coursework to be completed
prior to 557A
• Advanced primary care of the child (didactic/practicum)
• Transition to the APRN role
Specialty Curriculum Content Credit Hours
NSG-557A Pediatric Acute Care I 3
NSG-557B Pediatric Acute Care II 3
Subtotal: 6
Specialty Practica Credit Hours
NRS-541P Specialty Practicum 1-12
Credit Hours: (3) (252 Clock Hours)
NRS-600P Specialty Residency 1-7
3 (252 Clock Hours)
Subtotal: 6
Total: 12
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DOCTOR OF NURSING PRACTICE
Doctor of Nursing Practice (BSN to DNP)
Area of Focus: Advanced Public Health Nursing
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians/leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational
and/or educational systems with diverse populations and
are able to aect changes in health care outcomes through
evidence-based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Graduate Nursing Core (Transfer From Graduate Program) Credit Hours
NSG-522 Applied Epidemiology & Biostatiostatistics for Nursing Practice 3
NSG-523 Research for Evidence-Based Practice 3
Subtotal: 6
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environments 3
NSG-602 Health Care Economics, Policy, Finance 3
Subtotal: 6
Population/Role Cognates Credit Hours
NSG-536 Principles of Case Management 3
NSG-565 Public Health Systems & the APHN Role 3
NSG-566 Population Assessment & Health Promotion Frameworks 3
NSG-567 Population Intervention Planning, Implementation & Evaluation 3
NSG-568 Environmental Health 3
NSG-611 Financial & Business Concepts 3
NSG-612 Appl Organiz Analysis/Mgt HR 3
NSG-613 Data and Decision Making for Strategic Outcomes Management 3
NSG-614 The Leader and Policy, Politics, Power, & Ethics 3
Cognates 9
The following courses are approved to be used to satisfy the Cognates Credit Hours requirement:
HSM-688, NSG-534, NSG-572, NSG-578, NSG-675, NSG-679, or NSG-682
Subtotal: 36
DNP Practica and Project Credit Hours
NSG-605 DNP Specialty Practicum 2 (168 Clock Hours)
NSG-606 DNP Specialty Practicum 1-12
9 (756 Clock Hours)
NSG - 607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
Subtotal: 14
Total: 62
Minimum credits required: Successful completion of the APHN BSN to DNP track requires a minimum of 62 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Acute Care Pediatric Nurse Practitioner (AC PNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 68 term hours of
post-baccalaureate or 29 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology & Biostatiostatistics for Nursing Practice 3
NSG-523 Research for Evidence-Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Specialty Cognates Credit Hours
NSG-551A Advanced Primary Care of the Child I 3
NSG-556 Applied Pharmacology: Pediatric 3
NSG-557A Pediatric Acute Care I 3
NSG-557B Pediatric Acute Care II 3
Subtotal: 12
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
[Primary Care Pediatric] 1 (84 Clock Hours)
[Acute Care Pediatric] 5 (420 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 68
Minimum credits required: Successful completion of the AC PNP BSN to DNP track requires 68 term hours as a minimum for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
Palliative Care Training: ELNEC Pediatric, Palliative Care Certification, or Palliative Care coursework to be completed prior to
NSG 557A
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Adult-Gerontology Acute Care Clinical Nurse Specialist (AGACCNS)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence-Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2
NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Lifespan: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-570A Pharmacotherapeutics Acute Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571C Mgt: Adult/Ger Acute& Critical Illness I 4
NSG-571D Mgt: Adult/Ger Acute & Critical Illness II 2
NSG-572 Quality & Safety for the Aging Adult 3
NSG-679 Evidence-Based Teaching in Health Professions 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
5 (420 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
4 (336 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 74
Minimum credits required: Successful completion of the AGACCNS BSN to DNP track requires a minimum of 74 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Adult-Gerontology Acute Care Nurse Practitioner (AGACNP)
This area of focus is a post-master’s practice doctorate that
prepares graduates for systems-level leadership and improv-
ing outcomes in a variety of settings. Students considered
for admission should have leadership experience.
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Adv Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-570A Pharmacotherapeutics Acute Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571C Mgt: Adult/Ger Acute& Critical Illness I 4
NSG-571D Mgt: Adult/Ger Acute and Critical Illness II 2
NSG-572 Quality and Safety for the Aging Adult 3
Subtotal: 15
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
4 (336 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
5 (420 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 71
Minimum credits required: Successful completion of the AGACNP BSN to DNP track requires a minimum of 71 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Adult-Gerontology Clinical Nurse Specialist (AGCNS)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence-Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment-APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-534 Major Psychopathological Disorders 3
NSG-570B Pharmacotherapeutics Primary Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571B Management: Adult/Gerontology II 3
NSG-572 Quality & Safety for the Aging Adult 3
NSG-679 Evidence-Based Teaching in Health Professions 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
5 (420 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
4 (336 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 74
Minimum credits required: Successful completion of the AGCNS BSN to DNP track requires a minimum of 74 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-534 Major Psychopathological Disorders 3
NSG-570B Pharmacotherapeutics Primary Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571B Management: Adult/Gerontology II 3
NSG-572 Quality & Safety for the Aging Adult 3
Subtotal: 15
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
5 (420 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
4 (336 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 71
Minimum credits required: Successful completion of the AGPCNP BSN to DNP track requires a minimum of 71 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Family Nurse Practitioner (FNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 71 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence Based Practice 3
Subtotal: 9
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-534 Major Psychopathological Disorders 3
NSG-566 Population Assessment and Health Promotion Frameworks 3
NSG-569 Maternal Child Mgt for FNP 3
NSG-570B Pharmacotherapeutics Primary Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571B Management: Adult/Gerontology II 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 71
Minimum credits required: Successful completion of the FNP BSN to DNP track requires 71 term hours as a minimum for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hour may be required.
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Neonatal Clinical Nurse Specialist (NCNS)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-547 Neonatal Pathophysiology 3
NSG-548 Advanced Neonatal Physical Assessment 3
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Specialty Cognates Credit Hours
NSG-536 Principles of Case Management 3
NSG-546 Developmental Physiology Fetus/Neonates 3
NSG-549 Neonatal Pharmacotherapeutics 3
NSG-550A Neonatal Management I 3
NSG-550B Neonatal Management II 3
NSG-550C Neonatal Management III 3
NSG-679 Evidence-Based Teaching in Health Professions 3
Subtotal: 21
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 77
Minimum credits required: Successful completion of the NCNS BSN to DNP track requires a minimum of 77 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
Palliative Care Training: ELNEC Pediatric, Palliative Care Certification, or Palliative Care Coursework to be completed prior to 551A
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Neonatal Nurse Practitioner (NNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 68 term hours of
post-baccalaureate or 56 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the NNP BSN to DNP track requires a minimum of 68 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-533 Advanced Pathophysiology 3
NSG-537 Transition to the APRN Role 3
NSG-547 Neonatal Pathophysiology 3
NSG-548 Advanced Neonatal Physical Assessment 3
Subtotal: 15
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-546 Developmental Physiology of the Fetus/Neonates 3
NSG-549 Neonatal Pharmacotherapeutics 3
NSG-550A Neonatal Management I 3
NSG-550B Neonatal Management II 3
NSG-550C Neonatal Management III 3
Subtotal: 15
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 68
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Nurse Anesthesia (CRNA)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the CRNA BSN to DNP track requires a minimum of 89 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 15
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
ANA-500 Neuroscience for Basic and Clinical Applications 3
NSG-541 Chemistry & Physics in Anesthesia 3
NSG-542 Nurse Anesthesia Pharmacology 3
NSG-543A Anesthesia Principles I: Basic Principles 3
NSG-543B Anesthesia Principles II: Advanced Principles 3
NSG-543C Anesthesia Principles III: Obstetric & Pediatric 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
12 (1008 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
15 (1260 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 30
Total: 89
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Pediatric Clinical Nurse Specialist (PCNS)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the PCNS BSN to DNP track requires a minimum of 76 semester hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
Palliative Care Training: ELNEC Pediatric, Palliative Care Certification, or Palliative Care Coursework to be completed prior to 551A
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-536 Principles of Case Management 3
NSG-551A Advanced Primary Care of the Child I 3
NSG-556 Applied Pharmacology: Pediatric 3
NSG-557A Pediatric Acute Care I 3
NSG-557B Pediatric Acute Care II 3
NSG-679 Evidence-Based Teaching in Health Professions 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 74
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Pediatric Nurse Practitioner (PNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the PNP BSN to DNP track requires a minimum of 68 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-551A Advanced Primary Care of the Child I 3
NSG-551B Advanced Primary Care of the Child II 3
NSG-551C Advanced Primary Care of the Child III 3
NSG-556 Applied Pharmacology: Pediatric 3
Subtotal: 12
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 68
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Doctor of Nursing Practice (BSN to DNP)
Population/Role: Psychiatric-Mental Health Nurse Practitioner (PMHNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the PMHNP BSN to DNP track requires a minimum of 68 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
Graduate Nursing Core Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-523 Research for Evidence Based Practice 3
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 12
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-533 Advanced Pathophysiology 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 12
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-534 Major Psychopathological Disorders 3
NSG-575 Psychopharmacology 3
NSG-576 Neuropathophysiology: Lifespan Approach 3
NSG-577A Diagnostics & Management I: Psychiatric Assessment Across Lifespan 3
NSG-577B Diagnostics & Management II: Evidence Based Treatment 3
NSG-577C Diagn Mgt III: Group Therapy and Complex Care 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 68
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Doctor of Nursing Practice (MSN to DNP - APRN)
Population/Role: Acute Pediatric Care Nurse Practitioner (ACPNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 29 term hours of
post-master’s study. All Doctor of Nursing Practice students
must complete degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the
ACPNP MSN to DNP track for the APRN requires a minimum
of 29 semester hours for graduation. Upon review of an
individual’s academic portfolio, additional courses or clinical
hours may be required.
A gap analysis will be performed and an individualized pro-
gram of study will be developed based on previous gradu-
ate education completed with evidence of the following
coursework:
• Advanced Health Assessment Across the Lifespan/
Diagnostics for the APRN
• Advanced Physiology and Advanced Pathophysiology
• Advanced Pharmacology and Pharmacotherapeutics
• Transition to the APRN Role
• Research
• Biostatistics/Epidemiology
• Advanced Primary Care of the Child Didactic
It is expected that previous clinical hours plus DNP Specialty
Practicum and Immersion hours will be equal to or greater
than 1000 clock hours.
*Evidence of current APRN certification and active practice
within the past two years required.
Palliative Care Training: ELNEC Pediatric, Palliative Care
Certification, or Palliative coursework to be completed prior
to NSG 557A
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Specialty Cognates Credit Hours
NSG-557A Pediatric Acute Care I 3
NSG-557B Pediatric Acute Care II 3
Subtotal: 6
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
[Acute Care Pediatric] 3 (252 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 9
Total: 29
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Doctor of Nursing Practice (MSN to DNP - APRN)
Population/Role: Adult-Gerontology Acute Care Nurse Practitioner (AGACNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the
AGACNP MSN to DNP track for APRNs requires a minimum of
38 term hours for graduation. Upon review of an individual’s
academic portfolio, additional courses or clinical hours may be
required.
A gap analysis will be performed, and an individualized program
of study will be developed based on previous graduate educa-
tion completed with evidence of the following coursework:
• Advanced Health Assessment Across the Life Span
• Advanced Pathophysiology
• Advanced Pharmacology
• Transition to the APRN Role
• Research
• Biostatistics/Epidemiology
It is expected that previous clinical hours plus DNP
Specialty Practicum and Immersion hours will be equal to
or greater than 1,000 clock hours.
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-570A Pharmacotherapeutics Acute Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571C Mgt: Adult/Ger Acute& Critical Illness I 4
NSG-571D Mgt: Adult/Ger Acute & Crit Illness II 2
NSG-572 Quality & Safety for the Aging Adult 3
Subtotal: 15
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
1 (84 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
5 (420 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 9
Total: 38
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Doctor of Nursing Practice (MSN to DNP - APRN)
Population/Role: Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the
AGPCNP MSN to DNP track for APRNs requires a minimum of
38 term hours for graduation. Upon review of an individual’s
academic portfolio, additional courses or clinical hours may be
required.
A gap analysis will be performed, and an individualized program
of study will be developed based on previous graduate educa-
tion completed with evidence of the following coursework:
• Advanced Health Assessment Across the Life Span
• Advanced Pathophysiology
• Advanced Pharmacology
• Transition to the APRN Role
• Research
• Biostatistics/Epidemiology
It is expected that previous clinical hours plus DNP
Specialty Practicum and Immersion hours will be equal to
or greater than 1,000 clock hours.
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-534 Major Psychopathological Disorders 3
NSG-570B Pharmacotherapeutics Primary Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571B Management: Adult/Gerontology II 3
NSG-572 Quality & Safety for the Aging Adult 3
Subtotal: 15
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
2 (168 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
4 (336 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 9
Total: 38
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Doctor of Nursing Practice (MSN to DNP - APRN)
Population/Role: Psychiatric-Mental Health Nurse Practitioner (PMHNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the
PMHNP MSN to DNP track for APRNs requires a minimum of
41 term hours for graduation. Upon review of an individual’s
academic portfolio, additional courses or clinical hours may be
required.
A gap analysis will be performed, and an individualized
program of study will be developed based on previous
graduate education completed with evidence of the following
coursework:
• Advanced Health Assessment Across the Life Span
• Advanced Pathophysiology
• Advanced Pharmacology
• Transition to the APRN Role
• Research
• Biostatistics/Epidemiology
It is expected that previous clinical hours plus DNP
Specialty Practicum and Immersion hours will be equal to
or greater than 1,000 clock hours.
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-575 Psychopharmacology 3
NSG-576 Neuropathophysiology: Lifespan Approach 3
NSG-577A Diagnostics & Management I: Psychiatric Assessment Across Lifespan 3
NSG-577B Diagnostics & Management II: Evidence Based Treatment 3
NSG-577C Diagn Mgt III: Group Therapy and Complex Care 3
Subtotal: 15
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 41
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Doctor of Nursing Practice (MSN to DNP - non-APRN)
Area of Focus: Advanced Public Health Nursing
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the APHN MSN to DNP track for non-APRNs requires a minimum of
47 term hours for graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be
required.
The equivalent of Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
Subtotal: 6
Population/Role Cognates Credit Hours
NSG-536 Principles of Case Management 3
NSG-565 Public Health Systems & the APHN Role 3
NSG-566 Population Assessment & Health Promotion Frameworks 3
NSG-567 Population Intervention Planning, Implementation & Evaluation 3
NSG-568 Environmental Health 3
NSG-611 Financial & Business Concepts 3
NSG-612 Applied Organizational Analysis & Management of Human Resources 3
NSG-613 Data and Decision Making for Strategic Outcomes Management 3
NSG-614 The Leader and Policy, Politics, Power & Ethics 3
Subtotal: 27
DNP Practica and Project Credit Hours
NSG-605 DNP Project 2 (168 Clock Hours)
NSG-606 DNP Specialty Practicum 1-12
9 (756 Clock Hours)
NSG-607 DNP/Specialty Immersion Residency 1-14
3 (252 Clock Hours)
Subtotal: 14
Total: 47
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Doctor of Nursing Practice (MSN to DNP - non-APRN)
Population/Role: Acute Care Pediatric Nurse Practitioner (ACPNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 68 term hours of
post-baccalaureate or 29 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the AC PNP MSN to DNP track for non-APRNs requires a minimum of
56 term hours for graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be
required.
The equivalent of Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Palliative Care Training: ELNEC Pediatric, Palliative Care Certification, or Palliative Care coursework to be completed prior to
NSG 557A
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Specialty Cognates Credit Hours
NSG-551A Advanced Primary Care of the Child I 3
NSG-556 Applied Pharmacology: Pediatrics 3
NSG-557A Pediatric Acute Care I 3
NSG-557B Pediatric Acute Care II 3
Subtotal: 12
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
[Primary Care Pediatric] 1 (84 Clock Hours)
[Acute Care Pediatric] 5 (420 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 56
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Doctor of Nursing Practice (MSN to DNP - non-APRN)
Population/Role: Adult-Gerontology Acute Care Clinical Nurse Specialist (AGACCNS)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the AGACCNS MSN to DNP track for non-APRNs requires a minimum of
62 term hours for graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be
required.
The equivalent of Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-570A Pharmacotherapeutics Acute Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571C Management: Adult/Gerontology Acute and Critical Illness I 4
NSG-571D Management: Adult/Gerontology: Acute & Critical Illness II 2
NSG-572 Quality & Safety for the Aging Adult 3
NSG-679 Evidence-Based Teaching in Health Professions 3
Subtotal: 18
DNP Practica and Capstone Credit Hours
NSG-606 DNP Specialty Practicum 1-12
5 (420 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
4 (336 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 62
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Doctor of Nursing Practice (MSN to DNP - non-APRN)
Population/Role: Adult-Gerontology Acute Care Nurse Practitioner (AGACNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the AGACNP MSN to DNP track for non- APRNs requires a minimum of
59 term hours for graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be
required.
The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-570A Pharmacotherapeutics Acute Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571C Management: Adult/Gerontology Acute and Critical Illness I 4
NSG-571D Management: Adult/Gerontology: Acute & Critical Illness II 2
NSG-572 Quality & Safety for the Aging Adult 3
Subtotal: 15
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
4 (336 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
5 (420 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 59
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Doctor of Nursing Practice (MSN to DNP - non-APRN)
Population/Role: Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 59 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the AGPCNP MSN to DNP track for non-APRNs requires a minimum of
59 term hours for graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be
required.
The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
.
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-534 Major Psychopathological Disorders 3
NSG-570B Pharmacotherapeutics Primary Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571B Management: Adult/Gerontology II 3
NSG-572 Quality & Safety for the Aging Adult 3
Subtotal: 15
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
5 (420 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
4 (336 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 59
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Doctor of Nursing Practice (MSN to DNP - non-APRN)
Population/Role: Pediatric Nurse Practitioner (PNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 56 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the PNP MSN to DNP track for non-APRNs requires a minimum of 56 term
hours for graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-551A Advanced Primary Care of the Child I 3
NSG-551B Advanced Primary Care of the Child II 3
NSG-551C Advanced Primary Care of the Child III 3
NSG-556 Applied Pharmacology: Pediatrics 3
Subtotal: 12
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 56
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Doctor of Nursing Practice (MSN to DNP - non-APRN)
Population/Role: Psychiatric-Mental Health Nurse Practitioner (PMHNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the PMHNP MSN to DNP track for non-APRNs requires 56 term hours as a
minimum for graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
The equivalent of Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-533 Advanced Pathophysiology 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 12
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-534 Major Psychopathological Disorders 3
NSG-575 Psychopharmacology 3
NSG-576 Neuropathophysiology: Lifespan Approach 3
NSG-577A Diagnostics & Management I: Psychiatric Assessment Across Lifespan 3
NSG-577B Diagnostics & Management II: Evidence Based Treatment 3
NSG-577C Diagnostics & Management III: Group Therapy and Complex Care 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 56
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Doctor of Nursing Practice (MSN to DNP)
Area of Focus: Transformative Leadership: Population Health
This area of focus is on the development of population-
based knowledge and skills to enhance clinical health out-
comes for patient aggregates, communities, and populations.
Students with a MSN in a primary care specialty as well as
non-APRN MSNs will be considered for admission to the
Transformative Leadership: Population Health option.
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Curriculum
Minimum credits required: Successful completion of the APHN MSN to DNP track requires a minimum of 31 term
hours for graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
It is expected that previous clinical hours plus DNP Specialty Practicum and Immersion hours will be equal to or greater than
1000 clock hours.
The equivalent of Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
Subtotal: 6
Population/Role Cognates Credit Hours
NSG-565 Advanced Nursing Roles in Public Health Systems 3
NSG-566 Population Assessment & Health Promotion Frameworks 3
NSG-567 Population Intervention Planning, Implementation & Evaluation 3
NSG-536 Principles of Case Management 3
OR
NSG-568 Environmental Health 3
NSG-611 Financial & Business Concepts 3
NSG-614 The Leader and Policy, Politics, Power & Ethics 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-605 DNP Project 2 (168 Clock Hours)
NSG-606 DNP Specialty Practicum 1-12
3 (252 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
2 (168 Clock Hours)
Subtotal: 7
Total: 31
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Doctor of Nursing Practice (MSN to DNP)
Area of Focus: Transformative Leadership: Systems
This area of focus is a post-master’s practice doctorate that
prepares graduates for systems-level leadership and improv-
ing outcomes in a variety of settings. Students considered
for admission should have potential or demonstrated leader-
ship ability.
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Curriculum
Minimum credits required: Successful completion of the Systems MSN to DNP track requires a minimum of 35 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
It is expected that previous clinical hours plus DNP Specialty Practicum and Immersion hours will be equal to or greater than
1000 clock hours.
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-611 Financial & Business Concepts 3
NSG-612 Applied Organizational Analysis & Management of Human Resources 3
NSG-613 Data and Decision Making for Strategic Outcomes Management 3
NSG-614 The Leader and Policy, Politics, Power & Ethics 3
NSG-616 Advanced Nurse Leadership 3
Subtotal: 15
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
[Systems] 1 (84 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
2 (168 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 6
Total: 35
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Doctor of Nursing Practice (MSN to DNP)
Population/Role: Adult-Gerontology Clinical Nurse Specialist (AGCNS)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the AGCNS MSN to DNP track requires a minimum of 62 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-534 Major Psychopathological Disorders 3
NSG-570B Pharmacotherapeutics Primary Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571B Management: Adult/Gerontology II 3
NSG-572 Quality & Safety for the Aging Adult 3
NSG-679 Evidence-Based Teaching in Health Professions 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
5 (420 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
4 (336 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 62
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Doctor of Nursing Practice (MSN to DNP)
Population/Role: Family Nurse Practitioner (FNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the FNP MSN to DNP track requires 62 term hours as a minimum for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hour may be required.
The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-534 Major Psychopathological Disorders 3
NSG-566 Population Assessment & Health Promotion Frameworks 3
NSG-569 Maternal Child Management for FNP 3
NSG-570B Pharmacotherapeutics Primary Care 3
NSG-571A Management: Adult/Gerontology I 3
NSG-571B Management: Adult/Gerontology II 3
Subtotal: 18
DNP Practica and Capstone Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 62
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Doctor of Nursing Practice (MSN to DNP)
Population/Role: Neonatal Clinical Nurse Specialist (NCNS)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the NCNS MSN to DNP track requires a minimum of 65 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Palliative Care Training: ELNEC Pediatric, Palliative Care Certification, or Palliative Care Coursework to be completed prior to
551A
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-547 Neonatal Pathophysiology 3
NSG-548 Advanced Neonatal Physical Assessment 3
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-536 Principles of Case Management 3
NSG-546 Developmental Physiology Fetus/Neonates 3
NSG-549 Neonatal Pharmacotherapeutics 3
NSG-550A Neonatal Management I 3
NSG-550B Neonatal Management II 3
NSG-550C Neonatal Management III 3
NSG-679 Evidence-Based Teaching in Health Professions 3
Subtotal: 21
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 65
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Doctor of Nursing Practice (MSN to DNP)
Population/Role: Neonatal Nurse Practitioner (NNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the NNP MSN to DNP track requires a minimum of 56 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-533 Advanced Pathophysiology 3
NSG-537 Transition to the APRN Role 3
NSG-547 Neonatal Pathophysiology 3
NSG-548 Advanced Neonatal Physical Assessment 3
Subtotal: 15
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-546 Developmental Physiology Fetus/Neonates 3
NSG-549 Neonatal Pharmacotherapeutics 3
NSG-550A Neonatal Management I 3
NSG-550B Neonatal Management II 3
NSG-550C Neonatal Management III 3
Subtotal: 15
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 56
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Doctor of Nursing Practice (MSN to DNP)
Population/Role: Nurse Anesthesia (CRNA)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the CRNA MSN to DNP track requires a minimum of 77 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Heath Assessment - APRN: Lab 1
Subtotal: 15
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
ANA-500 Neuroscience for Basic and Clinical Applications 3
NSG-541 Chemistry & Physics in Anesthesia 3
NSG-542 Anesthesia Pharmacology 3
NSG-543A Anesthesia Principles I: Basic Principles 3
NSG-543B Anesthesia Principles II: Advanced Principles 3
NSG-543C Anesthesia Principles III: Obstetric & Pediatric 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
12 (1008 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
15 (1260 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 30
Total: 77
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Doctor of Nursing Practice (MSN to DNP)
Population/Role: Pediatric Clinical Nurse Specialist (PCNS)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 62 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the PCNS MSN to DNP track requires a minimum of 62 term hours for
graduation. Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required.
The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study.
Palliative Care Training: ELNEC Pediatric, Palliative Care Certification, or Palliative Care Coursework to be completed prior to
551A
Advanced Practice Nursing Core Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-532 Advanced Physiology 3
NSG-533 Advanced Pathophysiology 3
NSG-535 Diagnostics for the APRN 3
NSG-537 Transition to the APRN Role 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 18
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-536 Principles of Case Management 3
NSG-551A Advanced Primary Care of the Child I 3
NSG-556 Applied Pharmacology: Pediatric 3
NSG-557A Pediatric Acute Care I 3
NSG-557B Pediatric Acute Care II 3
NSG-679 Evidence-Based Teaching in Health Professions 3
Subtotal: 18
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 62
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Doctor of Nursing Practice (MSN to DNP)
Population/Role: Pediatric Nurse Practitioner (PNP)
Terminal Objectives
The DNP degree is designed to prepare graduates to func-
tion as highly developed clinicians and leaders in advanced
nursing practice or systems of care. Graduates are prepared
to practice in a variety of complex clinical, organizational and
educational systems with diverse populations, and are able
to aect changes in health care outcomes through evidence-
based decision-making and system redesign.
• Integrate science-based theories and data-based
concepts to develop, critically appraise and implement
practice approaches that improve health care and health
care systems
• Apply organizational theories and systems thinking to
improve the quality, cost-eectiveness and safety out-
comes of practice decisions and initiatives
• Apply eective strategies for managing the ethical dilem-
mas inherent in patient care, the health care organization
and research
• Apply knowledge of informatics to monitor and improve
outcomes, programs and systems of care
• Provide leadership in influencing policies on the financing,
regulation and delivery of health care
• Lead interprofessional teams to improve patient and
population health outcomes
• Function independently in an advanced nursing role to
improve health outcomes in a specialty area of practice
Graduation Requirements
The DNP degree requires a minimum of 32 term hours of
post-baccalaureate or 30 term hours of post-master’s study.
All Doctor of Nursing Practice students must complete
degree requirements within five years.
Curriculum
Minimum credits required: Successful completion of the
PNP MSN to DNP track for APRNs requires a minimum of
38 term hours for graduation. Upon review of an individual’s
academic portfolio, additional courses or clinical hours may
be required.
A gap analysis will be performed, and an individualized pro-
gram of study will be developed based on previous gradu-
ate education completed with evidence of the following
coursework:
• Advanced Health Assessment Across the Life Span/
Diagnostics for the APRN
• Pathophysiology Across the Life Span
• Advanced Pharmacology and Pharmacotherapeutics
• Transition to the APRN Role
• Research
• Biostatistics/Epidemiology
It is expected that previous clinical hours plus DNP Specialty
Practicum and Immersion hours will be equal to or greater
than 1,000 clock hours.
Evidence of current APRN certification and active practice
within the past two years required.
DNP Core Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-602 Health Care Economics, Policy, Finance 3
NSG-608 Program Evaluation 3
NSG-610 DNP Project Planning and Implementation 3
NSG-615 DNP Project Proposal Seminar 2
Subtotal: 14
Population/Role Cognates Credit Hours
NSG-551A Advanced Primary Care of the Child I 3
NSG-551B Advanced Primary Care of the Child II 3
NSG-551C Advanced Primary Care of the Child III 3
NSG-556 Applied Pharmacology: Pediatric 3
Subtotal: 12
DNP Practica and Project Credit Hours
NSG-606 DNP Specialty Practicum 1-12
6 (504 Clock Hours)
NSG-607 DNP Immersion Residency 1-14
3 (252 Clock Hours)
NSG-609A DNP Project Practicum A 1 (84 Clock Hours)
NSG-609B DNP Project Practicum B 1 (84 Clock Hours)
NSG-609C DNP Project Practicum C 1 (84 Clock Hours)
Subtotal: 12
Total: 38
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DOCTOR OF PHILOSOPHY
Nursing Science, PhD
Students may enter the PhD program with a BSN or an MSN
degree. Non-nurses with a graduate degree in a health-
related field may also apply for admission to the PhD pro-
gram. This program is delivered by the College of Nursing
faculty in conjunction with the Graduate College. The degree
of doctor of philosophy is awarded by the Graduate College.
Terminal Objectives
Graduates of the PhD program develop the skills of a clini-
cal researcher. These skills are based on the integration of
knowledge from biological, behavioral and clinical sciences.
Their clinical research skills contribute to the scientific basis
of care provided to individuals across the life span and in
any setting where care is provided. Graduates also have
leadership skills necessary to serve as senior academicians
and influence health care systems and policy.
• Synthesize and apply theoretical and research-based
knowledge in the investigation of clinical phenomena
• Test and integrate disciplinary knowledge in models of
clinical practice across the levels of prevention
• Generate and disseminate research-based, clinically-
related knowledge
• Analyze health care trends to influence health and social
policy for diverse client populations
• Participate in collaborative interprofessional practice and
research
• Assume faculty responsibilities within a senior academic
environment
• Function as a clinical scientist
Graduation Requirements
Divisional graduation requirements require completion of
the approved individual program of study. For MSN to PhD
students, coursework for the PhD must be the equivalent of
at least 52 term hours of graduate credit in addition to the
completed dissertation. BSN to PhD students must complete
at least 60 term hours of graduate credit in addition to the
dissertation. Students have a maximum of eight years to
complete degree requirements.
Academic Program Curricula
Doctor of Philosophy (PhD)
Nursing Science
Theory Courses Credit Hours
NSG-680 Understanding Scientific Paradigms 3
NSG-681 Understanding Theoretical Framework Development 3
Subtotal: 6
Statistics Courses Credit Hours
NSG-684 Intermediate Statistics 3
NSG-685 Multivariate Statistics 3
Subtotal: 6
Research Courses Credit Hours
NSG-675 Literature Synthesis Approach 3
NSG-686 The Research Process: Quantitative Design & Methods Part I 3
NSG-687 The Research Process: Quantitative Design & Methods Part II 3
NSG-688 The Research Process: Qualitative Design & Methods 3
NSG-691 Advanced Clinical Research Practicum 1-12 Minimum (8 Credit Hours)
Subtotal: 20
Ethics Course Credit Hours
NSG-683 Ethical Conduct - Research Setting 3
Subtotal: 3
Role Courses Credit Hours
NSG-600 Leadership in Evolving Health Care Environment 3
NSG-614 The Leader and Policy, Politics, Power & Ethics 3
NSG-679 Evidence-Based Teaching in Health Professions 3
NSG-690 Grantsmanship 3
Subtotal: 12
Cognates Credit Hours
5
Subtotal: 5
Dissertation Credit Hours
NSG-699 Dissertation Research 2-4
Minimum Total: 12 (minimum 3 hours and maximum 4 hours per term)
Subtotal: 12
Bridge Coursework Credit Hours
(Individual for each student; only for BSN-PhD students)
Subtotal: 8
Total: 72 (for BSN-PhD); 64 (for MSN-PhD)
*Students who have not previously taken a graduate-level biostatistics course must take a three-hour course prior to taking
NSG-684: Intermediate Statistics. To fulfill this requirement, they may take NSG-522: Applied Epidemiology and Biostatistics for
Nursing Practice, or they may transfer in an equivalent course taken at an accredited school.
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MASTER OF SCIENCE IN NURSING
Master of Science in Nursing (MSN) Nursing Leadership Program:
Clinical Nurse Leader (CNL) for RNs
The master’s prepared clinical nurse leader (CNL) is respon-
sible for clinical management of comprehensive client care,
for individuals and clinical populations across the continuum
of care and in multiple settings. The CNL assumes leader-
ship and accountability for health outcomes for a specific
group of clients within a unit or setting through the assimi-
lation and application of research-based information to
design, implement and evaluate plans of care. The clinical
nurse leader is also responsible for the coordination and
planning of health care team activities and functions. Health
promotion, risk reduction and improvement in point-of-care
outcomes are critical elements in the role of the clinical
nurse leader.
Applicants to the post-licensure Clinical Nurse Leader (CNL)
program must have earned a baccalaureate degree in nurs-
ing from an accredited university. The program is six terms
in length and oered as a part-time program of study. The
majority of the CNL program is oered online, but students
are required to come to campus for NSG-625L Advanced
Health Assessment for Advanced Practice Nursing Across
the Life Span: Lab. This is a course that requires students to
be on-campus two days (dates available at time of registra-
tion). There is a clinical residency requirement that may be
completed at the student’s place of employment.
All MSN students are expected to complete their degree
requirements in no more than five years.
Terminal Objectives
Both the prelicensure and post-licensure MSN programs
comprehensively prepare students to be graduate nurse
clinicians with a focus in clinical leadership.
To achieve quality patient (client/population/cohort of
clients) outcomes, the Clinical Nurse Leader will meet the
following objectives:
• Use communication techniques that reflect an under-
standing of the dignity and respect aorded to all persons
• Deliver competent, holistic, and contextually appropriate
patient-family-population-centered nursing care
• Synthesize the knowledge of nursing science, social sci-
ence and humanities in the promotion of health, pre-
vention of disease, and delivery of care across diverse
populations and health care environments
• Demonstrate the ability to work with interdisciplinary
teams to optimize nursing care delivery
• Demonstrate leadership behaviors within and across
systems at all levels of prevention
• Recognize the impact of the micro and macro system
environments on health care delivery
• Demonstrate professional values in nursing practice
Graduation Requirements
MSN for RNs: Clinical Nurse Leader (CNL) requires a
minimum of 37 credit hours and 400 clock hours of clinical
instruction. Graduates are eligible to sit for CNL certification.
Academic Program Curricula
Master of Science in Nursing (MSN)
Area of Focus: Clinical Nurse Leader (CNL)-Part Time
Term 1 Credit Hours
NSG-522 Applied Epidemiology Biostats Nursing 3
NSG-602 Health Care Economics, Policy, Finance 3
Subtotal: 6
Term 2 Credit Hours
NSG-524 Health Promotion in Individuals & Clinical Populations 3
NSG-533 Advanced Pathophysiology 3
Subtotal: 6
Term 3 Credit Hours
NSG-531 Advanced Pharmacology 3
NSG-625 Advanced Health Assessment - APRN Across Life Span 2
*NSG-625L Advanced Health Assessment - APRN: Lab 1
Subtotal: 6
Term 4 Credit Hours
NSG-521 Organizational & Systems Leadership 3
NSG-523 Research for Evidence-Based Practice 3
Subtotal: 6
Term 5 Credit Hours
NSG-512 Clinical Leadership and Project Development 3
NSG-517 CNL Role Seminar 3
Subtotal: 6
Term 6 Credit Hours
NSG-515 Immersion: Clinical Project Implementation 7
Subtotal: 7
Total: 37
* This course requires students to attend two live, on-campus days of lab. Dates for the on-campus days will be provided at
registration time.
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Master’s Entry in Nursing (MSN) for Non-Nurses: Clinical Nurse Leader
The MSN Clinical Nurse Leader program, designed for
Generalist Entry Master’s (GEM) students, comprehensively
prepares students in a two-year full-time graduate curricu-
lum to be a registered nurse (RN) clinician with a focus in
clinical leadership. Graduates are prepared to function at a
high level in inpatient, outpatient, and community settings.
The GEM program gives the student a broad overview of all
of the major specialties in which nurses work, as well as a
variety of settings across the health care continuum. In the
GEM program, students take core graduate courses that
are applicable in their progression to doctoral education in
either a Doctor of Nursing Practice (DNP) specialty or the
Doctor of Philosophy in Nursing Science (PhD) program.
Students are considered for admission to the GEM program
after completing baccalaureate education at another accred-
ited college or university. The GEM curriculum consists of 74
term hours of graduate coursework in nursing and related
sciences. Students are eligible to take the NCLEX for RN
licensure and Clinical Nurse Leader certification examination
upon graduation. GEM students are expected to complete
the MSN requirements on a full-time basis in six terms.
Terminal Objectives
• Use communication techniques that reflect an under-
standing of the dignity and respect aorded to all persons
• Deliver competent, holistic, and contextually appropriate
patient-family-population-centered nursing care
• Synthesize the knowledge of nursing science, social sci-
ence and humanities in the promotion of health, pre-
vention of disease, and delivery of care across diverse
populations and health care environments
• Demonstrate the ability to work with interdisciplinary
teams to optimize nursing care delivery
• Demonstrate leadership behaviors within and across
systems at all levels of prevention
• Recognize the impact of the micro and macro system
environments on health care delivery
• Demonstrate professional values in nursing practice
Master of Science in Nursing
Required Prerequisite Courses
As a profession and a discipline, nursing promotes and
protects human health and well-being and is grounded in a
strong, liberal arts, undergraduate education that includes
the arts and humanities, as well as the behavioral, social and
physical sciences. Recognizing that dierent undergraduate
majors have varying requirements, evaluation of applicants
will be based both on their success in meeting the require-
ments of their undergraduate programs and on the breadth
and depth of their educational preparation for entry into
nursing.
Nursing practice and scholarship have great application in
our society, ranging from the acute care of individuals to the
management and promotion of the health of whole commu-
nities and even nations. The College of Nursing welcomes
and is enriched by applicants from a spectrum of disciplines
and professions.
All required prerequisite courses listed below must be
successfully completed with a grade of C or better by the
application deadline for which the student is applying. We
recommend but do not require that you complete a labora-
tory component for each of these courses:
• General chemistry I*
• Human Anatomy**
• Human Physiology**
• Microbiology
*We do not accept Introductory Chemistry, Basic Chemistry,
Fundamentals of Chemistry or Foundations of Chemistry.
Only one term of General Chemistry is required.
**Anatomy and Physiology may be taken as two separate
courses or as Anatomy and Physiology I and Anatomy and
Physiology II. We strongly discourage applicants from taking
Anatomy and Physiology online unless oered through a tra-
ditional community college or university. We recommend but
do not require that applicants completed a Human Anatomy
and Physiology course within the last three years.
Graduation Requirements
Direct Entry Master’s (MSN) for Non-Nurses: Generalist
Entry Master’s (GEM) Clinical Nurse Leader (CNL)
Program requires a minimum of 74 term hours of didactic
and 1,308 clock hours of clinical instruction. Candidates are
given a comprehensive examination in the final term of the
program in preparation for the National Council Licensure
Examination for Registered Nurses, or NCLEX. Graduates are
eligible to sit for the NCLEX and the CNL certification exam.
Academic Program Curricula
Master’s of Nursing Science (MSN)
Area of Focus: Generalist Entry Master’s (GEM)
Term 1 Credit Hours
NSG-500 Socialization Into Nursing Seminar 1
NSG-501 Role of the Professional Nurse 3
NSG-501P Role of the Professional Nurse Practicum 3
NSG-510 Pathophysiology 3
NSG-525 Health Assessment Across the Lifespan 2
NSG-525L Health Assessment Across the Lifespan Lab 1
Subtotal: 13
Term 2 Credit Hours
NSG-502 Nsg Mgt: Common Health Alt/Lifespan 3
NSG-502P Nsg Mgt: Common Health Alt - Practicum 3
NSG-511 Pharmacology 3
NSG-522 Applied Epidemiology Biostats Nursing 3*
Subtotal: 12
Term 3 Credit Hours
NSG-503 Psychiatric and Mental Health Nursing 3
NSG-503P Psychiatric and Mental Health Nursing Practicum 3
NSG-518 Palliative Care for Nursing 2*
NSG-523 Research for Evidence Based Practice 3*
NSG-524 Health Promotion in Individuals & Clinical Populations 3
Subtotal: 14
Term 4 Credit Hours
NSG-504 Women’s Health Across the Lifespan 3
NSG-504P Women’s Health Nursing 1
NSG-505 Public Health Nursing 3
NSG-505P Public Health Nursing Practicum 2
NSG-521 Organizational & Systems Leadership 3*
Subtotal: 12
Term 5 Credit Hours
NSG-506 Nsg Management of Complex Hlth 3
NSG-506P Nsg Management of Complex Prac 3
NSG-512 Clinical Leadership & Project Development 3*
NSG-536 Principles of Case Management 3
Subtotal: 12
Term 6 Credit Hours
NSG-507 Comprehensive Exam 1
NSG-513 Clin Project Implementation NSG 3
NSG-514 Immersion: Clinical Practicum 7
Subtotal: 11
Total: 74
* Currently oered online with in-person meetings
Note: Students must complete a minimum of 100 professional development hours to meet the CNL competencies.
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• IPE - 502 Interprofessional Patient Centered Teams
Credit(s): Non Credit
• Interprofessional Patient Centered Team course is a
pass/no pass course. Students will use experiential team
based learning to apply knowledge, skills, and values of
the IPEC competencies. The Fall cohort will be automati-
cally enrolled in Term 1 and 2. The Spring cohort will be
automatically enrolled in the Term 3 and 4. Workshops
will be held Wednesday afternoons. Participation requires
approximately 20 hours of student time.
Rush University
College of Health Sciences
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Welcome to the College of Health Sciences
The College of Health Sciences oers outstanding educational programs for the
preparation of allied health and health care management professionals. There are
more than 200 dierent allied health fields, and allied health workers constitute
nearly 60% of the health care workforce in the United States. Because of advances
in treatment and technology, population growth and the aging of the population,
the demand for allied health professionals is expected to increase significantly.
Allied health professionals and managers work in many dierent health care
settings, including acute care, chronic care, primary care, community-based care,
clinics, physicians’ oices, educational institutions, research facilities and industry
settings. Patients served range from newborn infants and pediatric patients to
adults and the elderly.
In keeping with the Rush University practitioner-teacher model, the College of
Health Sciences integrates patient care, research, scholarship and service into
the teaching-learning process for our students. We strive to provide educational
programs that are among the very best in preparing graduates to provide
accessible, high-quality care for our patients and community.
Charlotte Royeen, PhD
A. Watson Armour III Presidential Professor
Dean, College of Health Sciences
Overview
The College of Health Sciences, founded in 1975, is respon-
sible for education and research in the allied health profes-
sions, including health care management. Rush University
educates students as practitioners, scientists, teachers and
leaders. As an integral component of Rush University, the
College of Health Sciences seeks to prepare excellent allied
health practitioners and leaders to provide the very best
care for our patients. In addition, the college makes mean-
ingful and significant contributions to advancing health care
through research, scholarship, service and practice.
The College of Health Sciences oers programs in 15
dierent professional areas housed within 10 academic
departments. The college includes the departments of
Cardiopulmonary Sciences (Cardiovascular Perfusion
and Respiratory Care); Clinical Nutrition; Communication
Disorders and Sciences (Audiology and Speech-Language
Pathology); Health Sciences; Health Systems Management;
Medical Laboratory Science; Medical Imaging Sciences
(Imaging Sciences and Vascular Ultrasound); Occupational
Therapy; Physician Assistant Studies; and Religion, Health
and Human Values.
Programs and degrees oered within the college include
the doctor of audiology (AuD), medical laboratory science
(MS), clinical laboratory management (MS), specialist in
blood bank (certificate), clinical nutrition dietetic intern-
ship (MS), clinical nutrition (MS), health sciences (BS, PhD),
health systems management (MS), imaging sciences (BS),
occupational therapy (OTD), cardiovascular perfusion (MS),
physician assistant studies (MS), respiratory care (MS),
speech-language pathology (MS), and vascular ultrasound
technology (BS). The PhD in Health Sciences diploma is
oered through a collaboration with the Division of Health
Sciences within the Graduate College.
Organization
The organization of the College of Health Sciences cen-
ters around departments and programs, each headed by a
department chairperson and program director who reports
to the college dean.
The senior administrative and policy body of the College is
the Chair’s Council, made up of the chairpersons from each
of the college’s departments and a representative from the
Faculty Council. The senior representative body of the col-
lege is the Faculty Council, which is comprises two faculty
members elected from each department. Meetings of the
Faculty Council are ordinarily held quarterly. Faculty may
propose agenda items and guests are welcome by invitation.
Alumni Activities
Outstanding educational programs have outstanding alumni,
and the College of Health Sciences encourages the develop-
ment of strong ties with its graduates. All graduates are con-
sidered alumni of the College of Health Sciences. No dues
are levied for membership in the college alumni association.
In addition, each of the programs in the College of Health
Sciences has an individual program alumni organization.
Further information about the College of Health Sciences
can be obtained by contacting the Dean’s Oice:
College of Health Sciences Dean’s Oice
Rush University
600 S. Paulina St., Suite 1001
Chicago, IL 60612
(312) 942-7120
Mission and Vision
Rush University’s purpose is to educate students as prac-
titioners, scientists and teachers who will become leaders
in advancing health care, and to further the advancement
of knowledge through research. The College of Health
Sciences, as an integral component of the University, seeks
to prepare superb practitioners and leaders in the allied
health professions to provide the very best care for our
patients.
In addition, the college seeks to make meaningful and
significant contributions in advancing health care through
excellence in research, scholarship and service. In keeping
with the Rush University practitioner-teacher model, the
college integrates patient care, research, scholarship and
service into the teaching-learning process of developing
future allied health professionals and leaders.
Mission
The mission of the College of Health Sciences is to advance
the quality and availability of health care through excellence
in education, research and scholarship, service and patient
care. The college promotes the values of diversity, access
and inclusion in all of its endeavors.
Vision
The College of Health Sciences at Rush University will be a
world-class school of allied health sciences whose programs
are recognized as among the best in the United States.
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Admission Requirements
Admission to the College of Health Sciences programs is
on a competitive basis. Student selection is based on a
number of factors, including overall grade-point average,
prerequisite or science grade-point average, consistency
of academic performance, coursework completed prior to
application, examination scores, prior health care and life
experiences and interpersonal abilities. The GRE graduate
school entry exam score submission and a personal inter-
view may be required by certain College of Health Sciences
programs. For information on how to gain admission to a
specific College of Health Sciences program, please consult
the webpages for the relevant academic program at www.
rushu.rush.edu/college-health-sciences/academic-programs.
Application Procedure
Application for admission into programs oered in the
College of Health Sciences varies by program. For more
information on application procedures, please consult the
specific program and department webpages.
TOEFL Policy
All applicants whose native language is not English must
present evidence of proficiency in English by satisfactorily
completing the Test of English as a Foreign Language, or
TOEFL, examination.
A total TOEFL score of at least 88 on the web-based version,
at least a 570 on the paper-delivered version or 230 on the
computer version must be achieved. For each of the three
subtests (listening, structure/writing and reading), appli-
cants may score no less than 20 on the computer version
or 18 on the web-based and paper delivered versions of the
TOEFL.
An oicial report of these scores must be received by the
Admissions Oice prior to the date(s) on which admission
decisions are made for the program(s) to which the appli-
cant has applied. To obtain information or to register to take
the TOEFL, write directly to the Education Testing Service:
The Education Testing Service
P.O. Box 6151
Princeton, NJ 08541
You may also wish to visit the TOEFL website at www.toefl.
org. The applicant should indicate on the application for the
examination that results should be sent to institution code
No. 1676.
Applicants whose native language is not English and who
have graduated from high school or successfully completed
a higher education degree program (associate degree or
higher) in the United States or one of its English-speaking
protectorates may petition for a waiver of the TOEFL
requirement to the College of Health Sciences’ Dean’s
Oice.
Waiver requests should include proof of receipt of a high
school or college diploma from an accredited institution in
the United States or one of its English-speaking protector-
ates. College or university degrees must be granted by a
regionally accredited college or university to be considered
for waiver of the TOEFL.
Philosophy of General Education
Undergraduate programs at Rush University prepare entry-
level professionals for various roles in health care. The
University strives to provide an environment where knowl-
edgeable, informed and literate students are prepared to
take their place, not only in the health care arena, but also as
citizens of the world. The professional education builds on
a solid general education, which forms the basis for lifelong
learning and prepares graduates to be practitioners with
social consciences.
Students are admitted to Rush University with general
education suicient to lay the groundwork for developing
excellent written and verbal communication skills, critical
thinking abilities, cultural sensitivity, high ethical standards
and an inquiring mind. Students are expected to enter Rush
University with foundations in communications, humanities,
mathematics, physical/life sciences and social sciences.
The professional education oered by the University com-
pletes the student’s general education, resulting in a gradu-
ate who displays the following:
• Communicates eectively in writing and speech
• Demonstrates intellectual curiosity and critical thinking in
the application of math and science to practice
• Applies ethical principles to practice
• Demonstrates ability to practice eectively in a diverse
society
• Exercises/expresses their social conscience to positively
influence health care at local to global level
Academic Policies
Examination Policy
The examination policy is the responsibility of the
individual course director who will inform students of
examination requirements for that particular course.
A time period at the end of the semester is provided
for examinations. This time period may be used as the
course director chooses.
Readmission
Any student who has withdrawn from a program or has
not been enrolled for one or more semesters, as well as
any dismissed student, may apply for readmission by
submitting an application for this purpose. Applications
for re-enrollment must be received at least three months
before the planned return.
An interview may be required. A re-entering student
must meet the conditions for re-enrollment stated in their
dismissal or re-entry acceptance letter and all policies,
requirements and course sequences in eect at the time
of re-entry. Previously enrolled students may be consid-
ered as part of the pool of new applicants and are not
guaranteed admission. The student will pay tuition and
fees at the rates in eect at the time of re-enrollment.
Rush University Academic Policies
The Academic Resources and Policies section of this
catalog contains additional Rush University academic
policies.
Student Professional and Community Service
Requirement
Participation in service activities is an important attribute
of the health science professional. A hallmark of out-
standing Rush students and alumni is the desire and abil-
ity to make meaningful service contributions. Community
service activities may include volunteer activities (health
fairs and clinics, health education, provision of health ser-
vices to at-risk or disadvantaged populations, and other
outreach education or clinical activities) and service on
community boards, committees, work groups and other
service activities that promote the health and well-being
of the community and its members. Professional ser-
vice may include participation in the provision of state,
national or international activities to advance the quality,
access and eectiveness of health care services provided
by allied health professionals.
Achievement of the College of Health Sciences Excellence in
Service Goal is demonstrated in part through the following:
1. Student and faculty participation in community service
activities
2. Student satisfaction with, and appreciation for, commu-
nity service
3. Students and faculty who provide leadership and support
to professional associations, boards and committees
4. Provision of community and professional continuing edu-
cation to local, national and international audiences
In order to support achievement of the college’s service
excellence goals and objectives, the college has developed
a professional and community service requirement for all
College of Health Sciences students as a part of their aca-
demic programs.
As a requirement for program completion, each academic
degree granting program will establish a minimum service
requirement for each student enrolled in the program of at
least 16 contact hours of approved professional or commu-
nity service.
Examples of activities that may be used to meet this require-
ment include participation in community health fairs; com-
munity health screening and/or health services; provision
of community health education; participation in approved
professional service and/or continuing education activi-
ties; and assistance with the delivery of seminars, lectures,
workshops and related community or professional continu-
ing education activities.
Conduct and Ethics
Students are expected to conduct themselves in a profes-
sional manner at all times — in a manner that conforms to
the ethics of the health professions and instills confidence
in their abilities as health care professionals. Each student
is expected to conform to the professional code of ethics as
outlined in their departmental student handbook.
Irresponsible, unprofessional or unethical behavior may
result in disciplinary action, which may include suspension
or dismissal from the college. All clinical agency or hospital
regulations are to be followed by students when undergoing
clinical or other training in a facility. For additional informa-
tion, students should refer to the Rush University Statement
on Academic Honesty and Student Conduct and the Rush
University Medical Center Code of Conduct.
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Scholastic Dishonesty and Cheating
The College of Health Sciences will not condone cheating
in any form. Allegations of cheating will be reviewed by the
departmental Committee on Progress and Promotions.
Any student found to be cheating on an examination may
receive a 0 for the examination and will be subject to formal
disciplinary action, which may include suspension or dis-
missal from the program. Failure to report incidents involv-
ing scholastic dishonesty on the part of another student
will be considered unprofessional conduct and may also
result in disciplinary action. Students should refer to the
Rush University Policy on Academic Honesty and Student
Conduct for further information.
HIPAA and Patient Privacy
Rush University students have a legal and ethical respon-
sibility to safeguard the privacy of all patients and pro-
tect confidentiality and security of all health information.
Protecting the confidentiality of patient information means
protecting it from unauthorized use or disclosure in any
format, including verbal, fax, written or electronic/computer.
Patient confidentiality is a central obligation of patient care.
Any breaches in patient confidentiality or privacy may result
in disciplinary action, up to and including dismissal from the
college.
The laboratory component of some courses may use stu-
dents as simulated patients. This is particularly true for the
patient evaluation, medicine and patient education compo-
nents. Additionally, the sharing of personal experiences can
be a rich resource in the development of students’ under-
standing, knowledge and appreciation of disease, health
care and impact on peoples’ lives.
Practicing the medical history and physical examination
of patients places students in close contact and leads to
the sharing of personal information and physical findings.
Similarly, students may use personal experiences in patient
role-playing exercises.
All shared and personal medical information and physical
examination findings are to be treated with utmost confi-
dentiality — the same as for any patient contact. Failure to
protect the confidentiality of any information related to the
activities in a course or clinical rotation may result in disci-
plinary action, up to and including suspension or dismissal
from the college. For additional information, students should
refer to the Rush University HIPAA policy and the Rush
University Policy on Privacy and Confidentiality of Student
Records and FERPA.
Guide to Professional Conduct
Professionalism relates to the intellectual, ethical, behavioral
and attitudinal attributes necessary to perform as a health
care provider or manager. As it applies to their professional
role, the student will be expected to do the following:
Attend
1. Demonstrate awareness of the importance of learning by
asking pertinent questions, identifying areas of impor-
tance in practice, and reporting and recording those areas
2. Avoid disruptive behavior in class, laboratory and clinical
or practicum rotations, such as talking or other activities
that interfere with eective teaching and learning
Participate
1. Complete assigned work and prepare for class, laboratory
and clinical or practicum objectives prior to attending
2. Participate in formal and informal discussions, answer
questions, report on experiences and volunteer for special
tasks and research
3. Initiate alteration in patient care techniques when appro-
priate via notification of instructors, sta and physicians
Dependability and Appearance
1. Attend and be punctual and reliable in completing assign-
ments with minimal instructor supervision
2. Promote a professional demeanor by appropriate hygiene,
grooming and attire
Communicate
1. Demonstrate a pleasant and positive attitude when deal-
ing with patients and coworkers by greeting them by
name, approaching them in a non-threatening manner
and setting them at ease
2. Explain procedures clearly to the patient
3. Ask patients how they feel and solicit patient comments
regarding the patient’s overall condition and response to
assessment and/or therapy
4. Communicate clearly to sta and physicians regarding
the patient status, utilizing appropriate charting, oral
communication and the established chain of command
5. Demonstrate a pleasant and positive attitude when
dealing with coworkers, instructors, faculty, nurses and
physicians
Organize
1. Display recognition of the importance of interpersonal
relationships with students, faculty and other members of
the health care team by acting in a cordial and pleasant
manner
2. Work as a team with fellow students, instructors, nursing
sta and the physician in providing patient care
3. Organize work assignments eectively
4. Collect information from appropriate resources
5. Correlate care to overall patient condition
6. Adapt care techniques to overcome diiculties
7. Devise or suggest new techniques for patient welfare or
unit eiciency
Be Safe
1. Verify identity of patients before initiating therapeutic
action.
2. Interpret written information and verbal directions
correctly
3. Observe and report significant changes in patient’s condi-
tion promptly to appropriate person(s)
4. Act to prevent accidents and injury to patients, personnel
and self
5. Transfer previously learned theory and skills to new/dif-
ferent patient situations
6. Request help from faculty/sta when unsure
7. Comply with hospital and university guidelines for
performance
The following are examples of critical errors in professional
conduct and judgment:
1. Failure to place the patient’s welfare as first priority
2. Failure to maintain physical, mental and emotional
composure
3. Consistent ineective or ineicient use of time
4. Failure to be appropriately honest with patients, faculty
and colleagues
5. Scholastic dishonesty in any form
6. Failure to follow the Rush University Medical Center Code
of Conduct
Procedure for Unprofessional Conduct
For specific rules regarding the procedures for unprofes-
sional conduct, please refer to the departmental or program
student handbook. In general, for issues that are not satis-
factorily resolved between the instructor and student, the
following guidelines should be followed for unprofessional
conduct:
Step 1. The student will have been identified as violating an
established standard of professional conduct/judgment or
moral/ ethical behavior, and the department chair or pro-
gram director will have been notified.
Step 2. The department chairperson or program director will
meet with the individual(s) making the allegation and the
student’s faculty adviser to review the available information
and determine the veracity of the allegations.
Step 3. The department chairperson, student and faculty
adviser, whenever possible, will meet as promptly as pos-
sible after the alleged incident. The department chairperson
will report to the student the facts and available information
and will seek to authenticate or clarify the allegations where
possible. If it is determined that there is no basis for the
allegation, no further action will be taken.
Step 4. If it is determined that there is a basis for the allega-
tion and that further investigation is necessary, a prelimi-
nary hearing of the departmental Committee on Progress
and Promotions will be convened to review the allegations
and recommend a course of action. The department chair-
person will inform the student and the dean in writing of the
preliminary hearing and the following:
• Date
• Name of student
• Nature of the allegations
• Date of alleged incident/occurrence
• Professional attributes that allegedly violate standards:
skill, behavior, judgment, ethical values, etc.
For more information regarding the procedures for han-
dling instances of unprofessional conduct, see the current
departmental student handbook, University Catalog and the
College of Health Sciences Policies and Procedures for the
Rush University Rules for Governance.
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Incidents in the Clinical Agency
An incident that aects patients’ or sta’s well-being, or
the patient’s prescribed care, will be reported to the clinical
instructor or preceptor immediately. An institutional inci
-
dent report will then be completed following the policy of
the health care institution or hospital in which the incident
occurred. A duplicate of the hospital incident report, as well
as a memorandum of explanation from the clinical instruc
-
tor or preceptor, will be placed in the student’s clinical file,
and the department chairperson, program director or clinical
director will be notified immediately. Incidents involving
gross errors in judgment or practice on the part of the stu
-
dent will constitute grounds for dismissal from the program.
Criminal Background Checks and Drug Testing
Programs oered in the College of Health Sciences often
require that clinical rotations, practica, internships or other
learning experiences be successfully completed in hospitals
and other health care facilities in order to meet program
requirements. Because the use of these facilities is required,
students must be able to successfully complete their
assigned rotations in order to fulfill the academic require-
ments of their program.
Hospitals and other health care facilities often have policies
requiring criminal background checks for employees, stu-
dents and volunteers. These facilities may refuse to accept
individuals for clinical, practicum or other experiential rota-
tions based on past criminal convictions.
Students should be prepared to comply with the policies and
procedures at any facility where they are assigned as part
of their educational program and may not request facility
assignments in an eort to avoid specific requirements.
Students who have certain types of information in their
criminal background checks may be ineligible to complete
rotations in specific facilities. Students who are not allowed
to participate at assigned facilities or who are terminated
from rotations based on the results of a criminal background
check will be unable to complete the program requirements
for graduation and will be subject to dismissal on academic
grounds.
Students should also be advised that persons with certain
types of criminal convictions may not be eligible for state
licensure or national registry or certification, or both. In addi-
tion, many employers perform criminal background checks
and may not hire individuals with certain types of criminal
convictions.
Drug Testing
Hospitals and other health care facilities often have poli-
cies requiring drug testing for employees, students and
volunteers. Some facilities provide that students who test
positive for drugs are ineligible to complete clinical, practi-
cum or work assignments in that facility. Students should be
prepared to comply with the policies and procedures at any
assigned facility and may not request facility assignments
in an eort to avoid drug screening requirements. Students
who fail to report for clinical or practicum assignments or
who are terminated from rotations because they violate the
drug-testing or drug-use policies of the facilities will be sub-
ject to dismissal from the program.
Procedures Implementing Academic
Accommodation for Students Seeking
Accommodations
Rush University is committed to diversity, and attracting and
educating students who will make the population of health
care professionals representative of the national population.
Our core values — I CARE (innovation, collaboration,
accountability, respect and excellence) —- translate into
our work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure accessibility and creates a respectful,
accountable culture through our confidential and specialized
disability support.
Rush is committed to excellence in accessibility; we
encourage students with disabilities to disclose and seek
accommodations. Students who may need special accommo-
dations can access this information at www.rushu.rush.edu/
oice-student-accessibility-services.
Student Government
A Student Government Association exists for the students
enrolled in the College of Health Sciences. Student represen-
tatives will be elected by the student body in such a manner
as to provide appropriate representation for all students in
the College of Health Sciences.
Release of Student Information
Students must sign a release requesting enrollment verifica-
tion, verification of degree, recommendations, letters of ref-
erence or release of other student information. For a Letter
of Degree or Enrollment Verification, the student should
use the form provided by the Oice of the Registrar. The
Oice of the Registrar is the only oice at Rush University
authorized to release enrollment or degree verification
information.
For recommendations or letters of reference, a release
form is required for personally identifiable information
from a student’s education record given out by College of
Health Sciences faculty. (Please note: The College of Health
Sciences requires that all recommendations or letters of
reference - even if they are based upon the recommender’s
personal observation or knowledge - have a release form
on file before the person writing the recommendation can
release the recommendation or letter of reference.)
Student grades will not be posted and cannot be given out
over the telephone or via email.
For additional information, students should refer to the Rush
University Policy on Privacy and Confidentiality of Student
Records and FERPA.
Student Academic Appeal and Grievance
Procedures
The College of Health Sciences student appeals and griev-
ance procedures provide a mechanism allowing student
to obtain a review of a complaint of unfair treatment. The
student appeals procedures shall not be used to question
a rule, procedure or policy established by an authorized
faculty or administrative body. Rather, it shall be used to
provide due process for those who believe that a rule, pro-
cedure or policy has been applied in an unfair or inequitable
manner, or that there has been unfair or improper treatment
by a person or persons.
Students who are appealing an academic decision that could
result in a dismissal from the University may be allowed
to continue to progress in the program until the issue is
resolved. If the academic decision is upheld and the student
is dismissed from the University, they will be withdrawn from
their current classes. This withdrawal will be backdated
to before the beginning of the term, and the student will
receive 100% tuition reimbursement for that term.
A student wishing to appeal an academic decision should
follow the process summarized below in the sequence
indicated:
Step 1. In the academic community, the responsibility for
course development, course delivery and the assessment
of student achievement rests primarily with each course
instructor. Any student who has a complaint of inappropriate
treatment related to a course should first seek to resolve it
informally with the course instructor. If the course instructor
is the department chairperson or if the complaint does not
pertain to a specific course, the student should seek resolu-
tion with the department chairperson at the outset.
1. A student with such a complaint must request reconsid-
eration, in writing, of the application of a rule, procedure
or policy, or unfair or improper treatment within five
working days following the incident that forms the basis
for the complaint (e.g., five days after grades are posted).
2. The instructor will meet with the student or speak with
the student via telephone for those students who are
unable to come to the chairperson’s oice, if so requested
by the student. The instructor will notify the student in
writing of the decision regarding the complaint within
five working days following the meeting or discussion.
Step 2. If resolution is not achieved informally, as described
in Step 1, the student should seek resolution with the
chairperson of the department in which the course is
oered within five working days following notification by the
instructor of their decision.
1. The chairperson will meet with the student - or speak
with the student via telephone for those students unable
to come to the chairperson’s oice if so requested by the
student - following receipt of the student’s request for
resolution to discuss the problem or complaint.
2. The chairperson will notify the student of their decision
in writing following the meeting or discussion.
Step 3. If the issue was not resolved in Step 2, the student
may submit a written appeal, describing the nature of the
student’s complaint and reasons for seeking an appeal,
to the student progress and promotion committee of the
department within five working days following notification
by the department chairperson of their decision.
1. The student may appear before the committee in person,
make an oral statement and answer questions from the
committee. The student will not be allowed to be present
during committee deliberations.
2. The committee may request that the course instructor
or faculty member named in the grievance appear before
the committee to make an oral statement and answer
questions. The instructor or faculty member named in
the grievance may not be present during committee
deliberations.
3. Following review of information provided, the committee
will notify the student of its decision.
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Step 4. If the issue was not resolved to the student’s satis-
faction in Step 3, the student may submit a written request
seeking a hearing to the dean within five working days of
receiving the department progress and promotion committee
decision. The written request should include a description
of the complaint and the reason the student is seeking an
appeal.
1. The dean will meet with the student for a hearing follow-
ing receipt of the written request from the.
2. Following the meeting with the student, the dean may ren-
der a decision or choose to appoint a panel to investigate
the grievance and make a recommendation to the dean.
Following review of the information provided and any recom-
mendations from the panel, should one be appointed, the
dean will then notify the student of their decision. The deci-
sion of the dean shall be final.
Addendum to the Academic Appeal and
Grievance Process
When a student appeal reaches the level of the dean of the
College of Health Sciences, the dean may refer the case to
a committee for the purpose of investigating the appeal or
grievance and making a recommendation to the dean. The
purpose of this addendum is to describe the procedure fol-
lowed by the committee.
The College of Health Sciences has established a standing
committee of 10 members of its Faculty Council. The com-
mittee members will be determined each fall for the subse-
quent year. Five members will be selected from the standing
committee, as available and appropriate, to serve on an
appeals hearing committee. The five members will include
a designated chair of the committee, who will be the chair
of the Faculty Council if available. If the chair of the Faculty
Council cannot serve as chair of the committee, one of the
five selected committee members will be appointed as chair
of the appeals committee by the chair of the Faculty Council.
If a member of the standing committee is in the same
department as the student involved or has a conflict of
interest related to the student, the committee member shall
recuse from the hearing. Faculty who are also students in
the College of Health Sciences program that the student is
enrolled in may not serve on the standing committee.
The hearing will be closed and confidential, all documenta-
tion related to the appeal shall be kept confidential and its
distribution limited to individuals on a need-to-know basis.
Transcripts of a hearing are not required. Students may take
notes but may not record the hearing.
The steps for the appeal process are as follows:
1. The dean will notify the chair of Faculty Council of a stu-
dent grievance or appeal at the level of the Oice of the
Dean that permits a hearing. Within 24 hours, the chair will
provide the dean with a receipt of the notice.
2. Within 10 business days of the submission of the appeal to
the dean, the student will submit a written summary that
includes the following information:
• Action being appealed; and course number and grade
or evaluation, if applicable
• Action requested
• Justification for request
• Outline of eort and actions taken to date to obtain
consideration of the request
The dean reserves the right to ask for points of clarifica-
tion that must be provided within five business days of the
query.
Within 20 business days of the submission of the appeal
to the dean, a College of Health Sciences designee as
designated by the committee (someone from the student’s
progress and promotions committee) will submit a written
account of the evidence against the student, along with
a summary of the account and appendices providing the
evidence. The dean reserves the right to ask for points of
clarification that must be provided within five business
days of the query.
Formal rules of evidence shall not be applicable. Evidence
presented should be reasonably related to the issue before
the committee and shall not be overly repetitious. All
evidence shall be admissible unless clearly redundant or
irrelevant to the issue being reviewed. The student may
call witnesses on their behalf. The chair of the appeals
committee shall have the right to limit witnesses based on
redundancy or relevance to the issue.
3. The student appeal summary will be submitted to the
chair of the appeals committee, who will then schedule a
hearing for the appeal — to occur within 15 business days
of the receipt of the written summaries. The appeal hear-
ing will be scheduled for one hour and 30 minutes within
one of the classrooms or conference rooms.
4. The hearing will be convened by the chair of the appeals
committee. At the hearing, the following people will attend:
the five selected members of the standing committee,
including the chair of the appeals committee, and the
student. The dean or designee may attend as an observer
during the hearing. The student may choose to have at
the hearing a representative, who may be an attorney,
serving in a non-speaking role in support for the student.
The committee may have at the hearing a University
attorney, who will serve only in an advisory capacity.
5. The role of the committee members is to (a) hear the
grievance or appeal, (b) consider all evidence, (c) ask
clarifying questions as needed and (d) make a recom-
mendation to the dean based on a preponderance of the
evidence.
6. The College of Health Sciences designee from the stu-
dent’s progress and promotions committee will present
evidence concerning the student.
7. The student will present their evidence in support of their
grievance or appeal and shall have the burden of estab-
lishing that their request should be granted. At the con-
clusion of the hearing, the chair will excuse the student
prior to the committee’s deliberations.
8. A designated committee member will take summary
notes, including time, what evidence is presented by
whom and final disposition of the committee. A decision
will be reached by a majority vote of the five committee
members.
9. Following deliberations, the committee will provide a
recommendation to the dean, which should include a
summary of the evidence presented at the hearing. The
dean will consider the committee’s recommendation and
render a final decision.
Committees
The senior administrative and policy body of the College
of Health Sciences is the Chairs Council. Its membership
consists of the chairpersons of each of the college’s depart-
ments and a representative of the Faculty Council.
The senior representative body of the College of Health
Sciences is the Faculty Council. Its membership comprises
faculty members representing all departments and ranks.
The Committee on Senior Faculty Appointments and
Promotions recommends all promotions and appointments
of faculty to senior ranks. It is elected by the faculty and has
representatives from all departments in the college.
In addition, the dean may appoint special committees and
task forces of the college to meet specific college needs,
such as strategic planning.
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College of Health Sciences
Academic Programs
Cardiopulmonary Sciences
Cardiovascular Perfusion (MS)
Respiratory Care (MS)
Respiratory Care: RRT Advanced Standing (MS)
Communication Disorders and Sciences
Audiology (AuD)
Speech-Language Pathology (MS)
Clinical Nutrition
Clinical Nutrition (MS)
Clinical Nutrition/Dietetic Internship (MS)
Health Sciences
Health Sciences (BS)
Health Sciences (PhD)
Health Systems Management
Health Systems Management (MS)
Medical Imaging Sciences
Imaging Sciences (BS)
Vascular Ultrasound and Technology (BS)
Medical Laboratory Science
Specialist in Blood Bank Technology (CP)
Clinical Laboratory Management (MS)
Medical Laboratory Science (MS)
Occupational Therapy
Occupational Therapy (OTD)
Physician Assistant Studies
Physician Assistant Studies (MS)
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Master of Science
Cardiovascular Perfusion (MS)
Program Overview
The Master of Science degree is intended for those whose
baccalaureate degree is in a field other than cardiovascular
perfusion. The Cardiovascular Perfusion program curriculum
provides the knowledge, clinical experiences and opportu-
nity for our students to achieve competence in the practice
of cardiovascular perfusion.
This medical specialty has become increasingly important
in the health care field. The perfusionist serves primarily
as part of the cardiovascular surgical team, operating the
heart-lung machine during open-heart surgery. The per-
fusionist is also responsible for other life-support equip-
ment, such as intra-aortic balloon pumps, ventricular assist
devices and extracorporeal membrane oxygenation. In
addition to cardiovascular surgery, additional professional
practice may include veno-venous bypass for liver trans-
plantation, isolated limb or organ chemotherapy perfusion,
cardiopulmonary bypass supported cardiac catheterization
procedures and blood salvaging for orthopedic or general
surgery procedures.
Students in the Cardiovascular Perfusion program will ben-
efit from the teaching and research expertise of established
scholars and practitioners. The program is committed to
providing increased opportunities for experiential learning at
nationally ranked cardiac centers across the country.
Cardiovascular Perfusion:
Admission Requirements
• A baccalaureate degree from an accredited college or
university.
• Receipt of oicial transcripts from each institution of
higher education attended.
– If a college or university outside the United States
conferred the baccalaureate degree, the Education
Credentials Evaluators, or ECE, must evaluate
international transcripts. A detailed course-by-course
report is required. Contact ECE at (414) 289-3400 or
www.ece.org.
• Cumulative and science GPA of 3.0 on a 4.0 scale.
• Receipt of three letters of recommendation.
• Applicants who did not complete high school in the
United States must submit TOEFL scores.
• The following courses must be completed with a grade of
C or better prior to enrolling. Required courses must be
taken for a letter grade rather than a pass-fail option.
Natural and Biological Sciences
16 semester hours or 24 quarter hours
Science courses must include the following:
• One semester of inorganic chemistry
• One semester of physics
• One semester of a human anatomy course AND
• One semester of a human physiology course OR
• Two semesters of a combined anatomy and physiology
course with a laboratory component
Some community college introductory science classes may
not be comprehensive enough to satisfy the prerequisite
requirements. For any questions about courses, please
contact the Oice of College Admission Services at (312)
942-7100 to speak with an admissions counselor.
Mathematics and Statistics
Two college-level mathematics courses, which must include
an introductory course in statistics.
English Composition
Two courses or documented proficiency at composition II
level. Although not required, applicants are encouraged to
take additional courses focusing on written communica-
tion, because writing skills are essential for the successful
completion of the Cardiovascular Perfusion Program.
Social Sciences
14 semester hours or 20 quarter hours
Course work must include the following:
• Introduction to psychology
• Introduction to sociology
• Other social science courses (may include psychology,
sociology, economics, history and anthropology)
Humanities
Eight semester hours or 12 quarter hours
• Humanities courses include the following: religion,
philosophy, foreign languages, literature, or the history
of art, music, theater, film or dance. Studio art classes,
instrumental music classes, and speech classes are not
acceptable.
• Medical Terminology
Applicants must complete all the required prerequisite
coursework with a grade of C or better prior to enrolling at
Rush.
• Practice in a safe manner and appropriately provide car-
diovascular perfusion care and assessment in emergen-
cies and life support procedures, and perform universal
precautions against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical his-
tory and other information, to adequately and eectively
evaluate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize
data related to diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities in
a timely and accurate manner according to the cardiovas-
cular perfusion role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment or
treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Cardiovascular Perfusion Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Additional Recommendation
In addition, it is highly recommended that prospective stu-
dents talk to a clinical perfusionist and, if possible, observe a
procedure requiring the use of cardiopulmonary bypass.
Cardiovascular Perfusion: Technical
Standards
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values — I CARE (innovation, collaboration,
accountability, respect and excellence) — translate into
our work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure accessibility and creates a respectful,
accountable culture through our confidential and specialized
disability support.
Rush is committed to excellence in accessibility. We
encourage students with disabilities to disclose and seek
accommodations.
The following technical functions are required of all students
enrolled in the Cardiovascular Perfusion program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
• Recognize and assess patient changes in mood, activity,
cognition, verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic cardiovascular perfusion care and perform or
assist with procedures and treatments
Cardiopulmonary Sciences
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
First Year Credits
Fall Term
CVP-605 Cardiopulmonary Anatomy and Physiology 3
CVP-611 Cardiovascular Perfusion Technology I 3
CVP-612 Instrumentation in Cardiovascular Perfusion 3
CVP-620 Evaluation of the Cardiac Surgery Patient 3
CVP-621 Seminar I 3
CHS-601 Introduction to Biostatistics 2
!PE-502 Interprofessional Patient Non Credit
Centered Teams
Spring Term
CVP-606 Acid Base Physiology 2
CVP-615 Cardiovascular Perfusion Technology II 3
CVP-622 Pathophysiology and Perfusion Techniques 5
CVP-632 Principles of Pharmacology 3
CHS-610 Research Methods in the Health Sciences 2
!PE-502 Interprofessional Patient Non Credit
Centered Teams
Summer Term
CVP-623 Adult and Pediatric Congenital Heart Disease 2
CVP-624 Mechanical Circulatory Support 2
CVP-640 Principles and Practices of Cardiopulmonary 4
Bypass With Simulation
CVP-641 Perfusion Practicum I 4
CVP-661 Master’s Project I 2
Second Year
Fall Term
CVP-642 Perfusion Practicum II 12
CVP-662 Master’s Project II 2
CVP-680 Organizational Leadership 2
Spring Term
CVP-645 Perfusion Practicum III 12
CVP-664 Master’s Project III 2
CVP-681 Health Care Quality & Operations Management 2
Hours Required for MS Degree: 78
Curriculum
Given the clinical nature of our programs, time may be
needed to implement the accommodations. Accommodations
are never retroactive; therefore, timely requests are essen-
tial and encouraged. To learn more about accommodations
at Rush University please contact the Oice of Student
Accessibility Services:
Marie Ferro-Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
Rush University
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Cardiovascular Perfusion:
Educational Activities
The faculty of the department is responsible for providing
both the didactic coursework and the clinical experiences
necessary for the completion of the Master of Science degree
in Cardiovascular Perfusion. The program is accredited by
the Accreditation Committee-Perfusion Education of the
Commission on Accreditation of Allied Health Education
Programs.
Cardiovascular Perfusion:
Service Activities
Faculty members are licensed perfusion technologists
actively involved in the daily activities of the Department of
Extracorporeal Services.
Cardiovascular Perfusion (MS):
Curriculum
Central themes of evidence-based practice, leadership,
cultural competence, technology integration and scholarship
are addressed throughout the program and recognized by the
professional commitments of our graduates and faculty.
The Cardiovascular Perfusion program curriculum provides
the knowledge, clinical experiences and opportunity for our
students to gain competence in the practice of cardiovascular
perfusion.
Students in the Cardiovascular Perfusion program benefit
from the teaching and research expertise of established
scholars and practitioners. The program is committed to
providing increased opportunities for experiential learning at
nationally ranked cardiac centers across the country.
Graduates of the program will be qualified to sit for
the certification examination of the American Board of
Cardiovascular Perfusion.
Respiratory Care - Professional Phase,
Two-Year Track (MS)
Program Overview
The Division of Respiratory Care in the College of Health
Sciences at Rush University is dedicated to clinical and aca-
demic excellence in teaching, research, service and patient
care. The Respiratory Care program is designed to provide
students with an outstanding education in preparation for a
satisfying professional career as advanced respiratory care
practitioners, as well as to provide a foundation for leader-
ship in management and supervision, research and clinical
specialization.
The Respiratory Care program involves motivation, curiosity,
professional fulfillment and personal satisfaction. The work
is both hard and rewarding.
Interaction with faculty, therapists, physicians and nurses
is essential and is the key to the program. Students engage
in seminars, intensive classes and laboratories, and clinical
training in hospitals. The result is an outstanding education
in respiratory care, but it is more than that: There is a sense
of personal growth and a real commitment to serving people.
The overall purpose of the program is to provide a high qual-
ity education that is relevant and professionally sound to
meet the respiratory care leadership needs in the health care
community. Inherent in this purpose is the goal to prepare
respiratory therapists who can demonstrate the attitudes,
skills and knowledge required to meet the changing needs in
the community.
It will be necessary for the respiratory therapist to collabo-
rate with all members of the health care team to identify
and solving the problems that relate to respiratory diseases
and disorders of the cardiopulmonary system. The respira-
tory therapist must be able to think critically, communicate
eectively, demonstrate judgment and provide self direc-
tion. It is a primary objective of the program to educate well
qualified, competent respiratory therapists who demonstrate
leadership ability.
As an academic medical center program, the Respiratory
Care program must also make an appropriate contribu-
tion in the areas of research, service and patient care. With
respect to research and scholarship, the division conducts
and publishes original research studies, participates in the
publication of textbooks and chapters, abstracts and invited
presentations based on original research. Service activities
include participation on local, state and national profes-
sional boards and committees, community service, university
service activities and continuing education. Patient care is
integral to the division’s teaching, research and service activi-
ties. The faculty embrace the practitioner-teacher model and
are passionate about students achieving academic excellence
and professional competence.
The Respiratory Care program is dedicated to the mission,
vision and values of the College of Health Sciences, University
and Medical Center.
Master of Science Program
The Master of Science degree in respiratory care requires
a minimum of 92 semester hours of credit for graduation.
This is an integrated program, requiring 29 semester hours
of program preprofessional prerequisite requirements prior
to admission to Rush University for the professional phase
(24 months). The preprofessional phase requirements may
be completed at any accredited college or university and
include the successful completion of a baccalaureate degree.
Dedicated to clinical and academic excellence, the profes-
sional phase includes over 1000 hours of clinical practice.
As a leadership program in respiratory care, this course
of study aspires to provide graduates with the foundation
needed to assume professional leadership roles in clinical
practice, clinical specialty areas, research, education and
management. Upon completion of the program, graduates
are eligible for the national board examinations in respiratory
care, as well as state licensure.
Respiratory Care (MS):
Admission Requirements
Admission to the program is on a competitive basis. Student
selection is based on a number of factors, including over-
all grade-point average, prerequisite grade-point average,
consistency of academic performance, coursework completed
prior to application, Graduate Record Examination (GRE)
scores and interpersonal abilities. The program is rigorous,
and applicants are required to arrange an orientation visit to a
respiratory care department at a hospital prior to acceptance
to the program if the applicant has no previous experience in
the field of respiratory care.
Requirements for admission to the professional phase of the
program in respiratory care include the following:
• A minimum overall GPA of 2.5 in undergraduate
coursework
• Completion of all professional prerequisite required
courses with a grade of C or better
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
• Completion of a bachelor’s degree
• Senior standing at the time of application and the ability
to complete all preprofessional coursework by the begin-
ning of the fall term of the first year
• Submission of the GRE graduate school entry exam
scores is encouraged but not required (from an examina-
tion taken within five years of the date of application to
the program)
• A personal interview with division faculty
• Completed application to the program and submission of
oicial transcripts for all college coursework completed
Program Prerequisites
All program prerequisite courses must be taken prior to
entry into the first year of the regular professional pro-
gram (alterations in the student’s planned program require
written approval by the department chairperson/program
director). Registration for the first sequence of professional
courses in the program requires the following:
• Admission into the program
• Completion of human anatomy and physiology, chemistry,
physics, microbiology, psychology, mathematics (col-
lege algebra or higher) and statistics with a grade of C or
better
• Consent of the Committee on Progress and Promotions
for Respiratory Care
Please note: Individuals holding the RRT credential may be
admitted to the program prior to completion of all program
prerequisites.
Respiratory Care: Technical Standards
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values — I CARE (innovation, collaboration,
accountability, respect and excellence) — translate into
our work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure accessibility and creates a respectful,
accountable culture through our confidential and specialized
disability support.
Rush is committed to excellence in accessibility. We
encourage students with disabilities to disclose and seek
accommodations.
The following technical functions are required of all students
enrolled in the Respiratory Care program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
• Recognize and assess patient changes in mood, activity,
cognition, verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic respiratory care and perform or assist with
procedures and treatments
• Practice in a safe manner and appropriately provide
respiratory care and assessment in emergencies and life
support procedures, and perform universal precautions
against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical his-
tory and other information, to adequately and eectively
evaluate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize data
related to the diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities in
a timely and accurate manner according to the respira-
tory care role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment or
treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Respiratory Care Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may
be needed to implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
Rush University
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Respiratory Care: Academic Policies
Master of Science
All professional courses (RCP prefix) in the program are
taught in a sequential manner. Each professional course in
the program serves as the prerequisite for the subsequent
course. Consequently, professional courses must be taken in
sequence.
Withdrawing or failure to successfully complete a profes-
sional course with a letter grade of C or better may result
in the student being placed on a three-year track, given a
leave of absence, or LOA, and academic probation or dis-
missed from the program after review by the Committee
on Progress and Promotions. Students readmitted to the
program at times other than the fall term of the second
year will pick up the course sequence as prescribed by the
chairperson/program director or Committee on Progress and
Promotions for Respiratory Care.
Standards of Performance for Respiratory Care and
Major Field-Related Courses
90-100 = A
80-89 = B
75-79 = C
70-74 = D
Below 70 = F
Unless otherwise described in a given course syllabus, the
minimum satisfactory grade for course credit is a letter
grade of C, and all stipulated segments of a course must
be passed by this standard. Students must demonstrate
proficiency in all clinical skills presented in order to pass
clinical courses. For all clinical courses, the final exam must
be passed at the designated cut score and a grade of C or
better must be maintained in order to successfully complete
each clinical course to continue in the program.
Students are expected to maintain an overall GPA in the
program of at least 3.0.
Failure to maintain a cumulative GPA of at least 3.0 will sub-
ject the student to a review and may result in the student
being placed on probation, given an LOA or dismissed from
the program after review by the Committee on Progress and
Promotions.
If a student is dismissed and wishes to re-enter the program,
they must reapply and will be considered on the same basis
as any new applicant. Students who voluntarily withdraw
from the program, either passing or failing, have no guaran-
tee of reinstatement to the program. Students requesting
readmission to the program should submit a letter to that
eect to the Committee on Progress and Promotion for
Respiratory Care. Students readmitted to the program will
pick up the course sequence as prescribed by the chair-
person/program director or Committee on Progress and
Promotions for Respiratory Care.
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Clinical Final Examinations
All students are required to pass the clinical final examina-
tion after completing clinical courses to continue in the
program. In the event a student fails the clinical final exami-
nation, the student is allowed to make one more attempt to
pass. In the event the student passes the clinical final exam
on the second attempt, the student will continue in the pro-
gram. The grade earned on the first attempt will be used to
calculate the final clinical grade.
In the event the student does not pass the clinical final
exam on the second attempt, the student will be placed in
remediation. The student will be given a third attempt to
pass the final exam by the end of the next term. In the event
the students does not pass on the third attempt, the student
will earn an F in the clinical course and may be suspended or
released from the program.
Comprehensive End-of-Program Competency
Assessment Examination
Before graduating, the student will complete comprehensive
end-of-program examination assessments (NBRC secure
Therapist Multiple Choice, or TMC, and clinical simula-
tion examinations, or CSE). The TMC examination will be
taken at the end of the spring term of the second year as a
part of RCP 575, Clinical Practice III. The CSE will be given
at the beginning of the summer term of the second year
as part of RCP 585, Clinical Practice IV. A passing score is
required to successfully complete RCP 575 and RCP 585, as
well as to meet graduation and program course completion
requirements.
Students who do not successfully complete the com-
prehensive self-assessment examinations will receive an
incomplete grade of I for RCP 575 and/or RCP 585. Those
students failing and receiving an I grade will be required to
attend remediation over the following term. Those failing
the examination after multiple attempts or failing to attend
remediation may be subject to dismissal from the program.
Those students may reapply to the program (see Procedures
for Readmission).
Conduct and Ethics
Each student is expected to conduct oneself in a dignified
manner at all times. This manner conforms to the ethics of
the profession and instills patient confidence in one’s abili-
ties as a health care practitioner. Each student is expected
to conform to the professional code of ethics as outlined
in this handbook and the policies outlined in the University
catalog.
Irresponsible, unprofessional or unethical behavior as deter-
mined by the instructor, or failure to follow the instructions
of a clinical instructor during clinical practice, may result in
dismissal from the program. Falsification on any clinical doc-
uments will be treated as scholastic dishonesty. All hospital
regulations are to be followed by students when undergoing
clinical training in a facility.
If employed by a clinical site in which the student is assigned
a clinical rotation, the student must not complete clinical
coursework while in an employee status.
Scholastic Dishonesty and Cheating
The division will not condone cheating in any form.
Plagiarizing or copying others writing or work is considered
cheating. Any allegations of cheating will be reviewed by
the Committee on Progress and Promotions for Respiratory
Care and, if merited, dealt with in a strict manner, including
immediate dismissal from the program.
Any student found to be cheating on an examination, test,
quiz or assignment will automatically receive a grade of 0
and will be subject to dismissal from the program at the
discretion of the Committee on Progress and Promotions for
Respiratory Care. Plagiarism on drafts of assignments may
result in a grade of 0 for the entire assignment. Failure to
report incidents involving scholastic dishonesty on the part
of another student will be considered unprofessional con-
duct on the part of the student and may result in disciplinary
action.
Examination Review
At the discretion of the course instructor, during review
of any examination given within the curriculum, no other
papers or books will be allowed on the student’s desk. No
writing implements of any kind will be allowed. NO note-
taking or recording of any kind will be permitted. This
includes written note-taking and/or any form of mechanical,
electronic, audio, or video recording. Violation of this policy
will constitute academic dishonesty and will be referred to
the Committee on Progress and Promotions for review and
possible disciplinary action.
Examination Administration
All examinations given by the division will be monitored by
faculty or sta at all times. Students will be seated in such
a manner as to minimize the opportunity for observation
of other students’ examination papers. No breaks will be
allowed once an examination period has begun, and stu-
dents may not leave the room during an exam until they
are finished taking the examination, except in the event of
an emergency, which will be judged by the faculty or sta
monitoring the exam on a case by case basis.
If a student turns in an examination without answering all
questions, he or she will NOT be given an opportunity to fin-
ish the examination after leaving the room.
Only marks made on the Scantron sheet will be used to
compute a grade on all Scantron-graded examinations. Even
if a student marks the answer correctly on their examina-
tion but does not mark it correctly on the Scantron, only the
Scantron answer will be used to compute the grade — not
the answer marked on the examination.
Calculators will be provided to students for examina-
tions, thus personal calculators will not be allowed during
examinations.
Policy for Transfer Students
Students who have completed coursework at other
approved respiratory care programs may petition to have
these courses transfer in lieu of specific coursework in the
Rush University program. Students must submit a transcript
of their courses from the program and a copy of the course
syllabus for each course in which they desire transfer credit.
The syllabus must contain the following: course objectives,
lecture outlines, course content, evaluation procedures and
related information. These courses will be evaluated on an
individual basis for content and total contact hours and
credit hours.
The division reserves the right to test the proficiency of
any student in coursework transferred from other respira-
tory care programs and the right to disallow such transfer
credit in such coursework in cases where the student cannot
Professional Prerequisites Credit Hours
Human Anatomy and Physiology (or 4 hours Anatomy and 4 hours Physiology) 8
Chemistry (With Lab) 4
Physics (With Lab) 4
Microbiology (With Lab) 4
Psychology (Courses With prefixes PSYC) 3
Mathematics (College Algebra or Higher) 3
Statistics 3
Total 29
demonstrate acceptable proficiency. All transfer credit is
subject to the approval of the Committee on Progress and
Promotions for Respiratory Care. The student must also
have a minimum grade of B (3.0) for each course being
transferred.
A student cannot receive transfer credit for any respiratory
care coursework if they left the previous program due to
academic probation, suspension or exclusion. All University
policies regarding transfer credit must be satisfied.
Respiratory Care (MS):
Graduation Requirements
• Completion of all required coursework with a grade-point
average of 3.0 or better
• Completion of each required respiratory care professional
course with a grade of C or better
• Basic Life Support (BLS), Advanced Cardiac Life Support
(ACLS), Pediatric Advanced Life Support (PALS) and
Neonatal Resuscitation Provider (NRP) course completion
• Successfully complete a division research project
• Completion of all University requirements for graduation
Respiratory Care (MS): Curriculum
Preprofessional Phase - Program Prerequisites
The preprofessional phase (lower-division, college-level
coursework) requires a minimum of 29 term hours of
prescribed study as outlined below.
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Professional Phase: Respiratory Care Professional Courses
Two-Year Track: MS Degree
Students accepted into the professional phase begin coursework in the fall term of the first year of the program. Coursework in
the professional phase is taken on a full-time basis in the following sequence:
First Year Credits
Fall Term
RCP-501 Foundations of Professional Practice 3
RCP-511 Introduction to Respiratory Care 3
RCP-512 Cardiopulmonary Anatomy and Physiology 5
RCP-515 Respiratory Care Pharmacology 2
Spring Term
RCP-520 Respiratory Care Equipment & Techniques 4
RCP-521 Patient Assessment 4
RCP-522 Pulmonary Disease 3
RCP-523 Mechanical Ventilation 4
Summer Term
RCP-531 Critical Respiratory Care 4
RCP-532 Pulmonary Function Testing 3
RCP-533 Pediatric & Neonatal Respiratory Care 4
RCP-534 Clinical Practice I 3
RCP-563 Research Methods 3
Second Year Credits
Fall Term
RCP-530 Cardiac Diseases 2
RCP-566 Education 3
RCP-565 Research Project 1
RCP-567 Management 3
RCP-569 Clinical Practice II 7
Spring Term
RCP-570 Cardiopulmonary Diagnostics 2
RCP-573 Research Project II 1
CHS-601 Introduction to Biostatistics 2
RCP-575 Clinical Practice III 7
RCP-577 Clinical Seminar 3
Summer Term
RCP-583 Research Project III 1
RCP-585 Clinical Practice IV 8
RCP-589 Disease Management/Home Health 3
CHS-605 Introduction to Ethics in Healthcare 2
CHS-620 Health Care in America 2
Program Total: 92
Respiratory Care:
RRT Advanced Standing (MS)
Program Overview
Introduction
Individuals may have acquired academic credit in respiratory
care courses from other schools and universities. Some indi-
viduals may acquire knowledge through experience and on
the job training. When such persons apply for admission into
the program, an attempt is made to grant academic credit
for equivalent educational courses, equivalent knowledge
acquired from experience and/or successful completion of
the National Board for Respiratory Care’s certification and
registry examinations.
All students graduating from the Respiratory Care program
must meet the same standards for graduation; the award-
ing of advanced standing does not signify a lesser quality
education than that oered through regular course work.
What it does, however, is attempt to exempt the student
from those areas of the formal program where the student
already has the knowledge and expertise in those skills that
would be oered. The program has identified the minimum
competencies that a respiratory therapist must have in order
to provide safe, high-quality patient care. The identification
of these competencies is a complex task, and a great deal of
care must be taken to ensure a standard of excellence.
The following policies and procedures are designed to
ensure that those individuals who receive advanced stand-
ing are qualified to do so, and that the screening process
adheres to University and departmental policies at all times.
It is not in the student’s or program’s best interest to allow
individuals who are not qualified to receive advanced
standing.
To allow individuals who are not qualified, to receive
advanced standing, is not in the student’s or the program’s
best interest.
Definition
Advanced standing is defined as a special and individu-
ally determined status granted to a student in a formal
educational setting who has already gained professional
experience through other sources or through non academic
experiences, knowledge, skills and professionalism taught in
the program courses.
Purpose of Advanced-Standing Procedures
The purpose of the advanced-standing procedures is to
recognize and give formal educational credit for knowledge
and/or ability gained through previous training or experience.
Methods of Granting Advanced Standing
1. Advanced standing can be awarded through transfer
credit.
2. Advanced standing can be awarded through the passing
of an equivalency examination covering a certain area of
knowledge. (An equivalency examination is an instrument
or means by which a student accepted into the Respiratory
Care program can demonstrate mastery of a knowledge
area, content area or skill, and thus be exempted from a
course in the program that teaches that area or skill.)
3. Advanced standing can be awarded as credit for success-
ful completion of national registry examinations (RRT/
RPFT).
Eligibility for Advanced Standing
1. Transfer students who have been accepted into the Rush
University Respiratory Care program may receive a trans-
fer credit for equivalent courses within the Respiratory
Care program curriculum.
2. Credentialed students (RRT, RPFT) who have been
accepted into the Rush University Respiratory Care
Program may receive transfer credit and will also be eli-
gible to take equivalency examinations in certain courses.
Policy for Transfer Students
Students who have completed coursework at other approved
respiratory care programs may petition to have these courses
transfer in lieu of specific coursework in the Rush University
program. Students must submit a transcript of their courses
from the program and a copy of the course syllabus for each
course in which they desire transfer credit. The syllabus must
contain the following: course objectives, lecture outlines,
course content, evaluation procedures and related informa-
tion. These courses will be evaluated on an individual basis
for content and total contact hours and credit hours.
The department reserves the right to test the proficiency of
any student in coursework transferred from other respiratory
care programs and the right to disallow such transfer credit in
such coursework in cases which the student cannot demon-
strate acceptable proficiency. All transfer credit is subject to
the approval of the Committee on Progress and Promotions
for Respiratory Care. The student must also have a minimum
grade of B (3.0) for each course being transferred. A student
cannot receive transfer credit for any respiratory care course-
work if he or she left the previous program due to academic
probation, suspension or exclusion. All University policies
regarding transfer credit must be satisfied.
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Policy for Individuals Who Hold the RRT
Credential
Advanced standing is available to individuals who have
successfully completed the National Board for Respiratory
Care’s Respiratory Therapy Registry (RRT), who hold a bac-
calaureate degree from a regionally accredited college or
university. Those eligible for advanced standing must submit
the following documentation:
1. A notarized copy of the RRT certificate indicating that it
is a true and accurate copy
2. Oicial transcripts of all previous respiratory care and
general education coursework attempted and/or com-
pleted indicating award of the bachelor’s degree from an
accredited college or university
3. A notarized copy of the certificate of completion from an
approved respiratory care training program as applicable
4. A completed application for admission to the advanced-
sanding program. This is available through the Allied
Health Centralized Application System (AHCAS)
5. A letter directed to the Committee on Progress and
Promotions for Respiratory Care requesting advanced
standing.
RRT Advanced Standing (MS):
Admissions Requirements
Individuals holding the RRT credential and a baccalaureate
degree may apply to enter the Respiratory Care graduate
program prior to any semester. Submission of an applica-
tion for admission should be made through the Allied Health
Centralized Application System (AHCAS) with all oicial
transcripts, NBRC RRT certificate and a personal interview
at least 30 days prior to the first day of the semester when
the individual desires to begin classes. Professional pre-
requisites must be completed prior to graduation. All other
program policies and procedures apply.
RRT Advanced Standing (MS):
Technical Standards
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values — ICARE (innovation, collaboration,
accountability, respect and excellence) — translate into
our work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure accessibility and creates a respectful,
accountable culture through our confidential and specialized
disability support. Rush is committed to excellence in acces-
sibility; we encourage students with disabilities to disclose
and seek accommodations.
The following technical functions are required of all students
enrolled in the Respiratory Care program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
• Recognize and assess patient changes in mood, activity,
cognition, verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic respiratory care and perform or assist with
procedures and treatments
• Practice in a safe manner and appropriately provide
respiratory care and assessment in emergencies and life-
support procedures and perform universal precautions
against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical his-
tory and other information, to adequately and eectively
evaluate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize data
related to the diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities in
a timely and accurate manner according to the respira-
tory care role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment or
treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Respiratory Care Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may
be needed to implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
Rush University
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Course Credits
RCP-511 Introduction to Respiratory Care 3
RCP-515 Respiratory Care Pharmacology 2
RCP-520 Respiratory Care Equipment & Techniques 4
RCP-521 Patient Assessment 4
RCP-534 Clinical Practice I 3
RCP-569 Clinical Practice II 7
RCP-575 Clinical Practice III 7
RCP-577 Clinical Seminar 3
Total: 33 Credit Hours
Course Credits
RCP-501 Foundations of Professional Practice 3
RCP-563 Research Methods 3
RCP-565 Research Project 1
RCP-566 Education 3
RCP-567 Management 3
RCP-573 Research Project II 1
RCP-583 Research Project III 1
RCP-585 Clinical Practice IV 8
RCP-589 Disease Management/Home Health 3
CHS-601 Introduction to Biostatistics 2
CHS-605 Introduction to Ethics in Healthcare 2
Total: 30 Credit Hours
Required Courses
RRT students must enroll in and complete the following
required courses:
RRT Advanced Standing (MS):
Curriculum
Credit Based on the RRT Credential
Individuals providing documentation that they hold the
RRT credential may receive credit for the following theory
courses:
*With the program director’s permission, RCP-585 may be
taken twice for four credit hours each over two semesters
instead of as a single, eight-hour course.
*
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Course Credits
RCP-570 Cardiopulmonary Diagnostics 2
RCP-530 Cardiac Diseases 2
RCP-531 Critical Respiratory Care 4
RCP-532 Pulmonary Function Testing 3
RCP-533 Pediatric & Neonatal Respiratory Care 4
RCP-512 Cardiopulmonary Anatomy & Physiology 5
RCP-522 Pulmonary Disease 3
RCP-523 Mechanical Ventilation 4
CHS-620 Health Care in America 2
Total: 29 Credit Hours
Fall Term Credits
RCP-501 Foundations of Professional Practice 3
RCP-563 Research Methods 3
RCP-565 Research Project 1
RCP-566 Education 3
RCP-567 Management 3
Spring Term Credits
RCP-573 Research Project II 1
RCP-523 Mechanical Ventilation 4
CHS-601 Introduction to Biostatistics 2
RCP-585 Clinical Practice IV 8
Summer Term Credits
CHS-605 Introduction to Ethics in Healthcare 2
RCP-583 Research Project III 1
RCP-532 Pulmonary Function Testing 3
CHS-620 Health Care in America 2
Total credit that may be awarded
based on the RRT credential 53
Credit hours that must be completed at Rush 39
Total respiratory care course hours
required for the degree 92
Sample Advanced-Standing Program Student
Schedule:
Elective Courses
The RRT student must select a minimum of nine semester
hours from the following courses to take at Rush University.
All other required elective courses will be assigned profi-
ciency credit:
in an associate’s degree program or through work experience.
The student may also use this course to refine or upgrade
clinical skills that may have been used infrequently due to the
nature of their work environment or experiences. A course
proposal or prospectus for clinical practice will be designed
by the student and submitted to the director of Clinical
Education. The prospectus or proposal must be reviewed and
approved by the program director or Committee on Progress
and Promotion for Respiratory Care. The prospectus must
include course goals and objectives, methodology to achieve
these goals and objectives to include clinical or laboratory
facilities to be utilized, time spent in a given clinical or labora-
tory area and proposed method of evaluation. The following
are areas of concentration that may be included:
• Pulmonary function laboratory
• Cardiac and/or pulmonary stress testing
• Diagnostic sleep laboratory
• Fiberoptic bronchoscopy
• Physiologic monitoring to include hemodynamics
• Adult critical care
• Pediatric and/or neonatal respiratory care
• ECMO
• Mechanical circulatory assistance
• Respiratory home care
• Sub-acute/long-term care facilities
• Pulmonary and/or cardiac rehabilitation
• Invasive and/or non-invasive cardiology
• Hyperbaric medicine
• Applied research
• Respiratory care education
• Management
• Advanced generalist (to include two or more
subspecialties)
Substitutions for the above courses to meet individual stu-
dent needs may be made from other respiratory care curricu-
lum course work if approved by the program director.
Students who desire additional course work related to super-
vision and management may request that specific courses
taken at the graduate level in another Rush University depart-
ment be substituted for specific required or elective courses.
Summary of Minimum Requirements for the MS Degree
for RRT Students Holding a Bachelor’s Degree
Respiratory Care Required Courses 39
Credit Based on RRT 53
TOTAL 92
Communication Disorders and
Sciences
Philosophy
The underlying basis for the graduate degree programs in
Audiology and Speech-Language Pathology is the practitio
-
ner-teacher model, whereby students learn from faculty who
have taken on dual roles as academicians and practitioners.
This approach to professional education helps bridge the
gap that can exist between classroom teaching and clinical
service delivery. Students learn in an environment where
teaching, research, and patient care are integrated.
The faculty at Rush have established records in clinical
service delivery and participate in the clinical process in
addition to teaching and research. Students receive out
-
standing clinical education experiences with diverse patients
who present a full range of communicative disorders. The
Audiology and Speech-Language Pathology programs are
accredited by the Council on Academic Accreditation in
Audiology and Speech-Language Pathology (CAA) of the
American Speech-Language-Hearing Association (ASHA).
The programs in Audiology and Speech-Language Pathology
are based on the philosophy that professional education is
optimized by drawing upon the patients, health care pro
-
viders, and other academic medical center resources. The
resources at Rush University enrich and enhance faculty and
student research and scholarship, and they provide unique
opportunities for interprofessional education and collabora
-
tion. The clinical skills of Rush students are fostered and
developed through didactic courses, clinical observation, and
instruction, and are supervised by practitioner-teachers. The
department faculty is supplemented by the expertise of phy
-
sicians, scientists, and other health care practitioners within
Rush University Medical Center.
Mission Statement
The Department of Communication Disorders and Sciences
at Rush University Medical Center integrates outstand-
ing graduate education, superior patient care, excel-
lence in research and scholarship, and service to diverse
communities.
Vision Statement
The clinical and graduate education programs of the
Department of Communication Disorders and Sciences will
be recognized as among the best in the United States.
Professional Credentialing
Rush programs in Communication Disorders and Sciences
oer the academic and clinical education background neces
-
sary to begin the ASHA clinical fellowship year (speech-lan-
guage pathology) and to meet requirements for certification
in audiology and speech-language pathology. Upon gradua
-
tion students are eligible to do the following:
• Obtain Illinois licensure.
• Meet requirements for professional certification in speech-
language pathology or audiology.
• Meet the requirements for the Illinois Educator License as
a non-teaching speech-language pathologist. This is under
the School Services Personnel category. Eligibility for the
Illinois Educator License may require adjustment to a stu
-
dent’s didactic or clinical experiences.
Doctor of Audiology
Audiology
Admission Process
Application for admission to the Doctor of Audiology pro-
gram is through a central application system. Refer to the
program’s webpage for more information. The application
deadline is Jan. 1 for matriculation the following fall.
Admission Requirements
At the time of application, individuals should have completed
or be in the process of completing the baccalaureate degree
at an accredited institution. The baccalaureate degree must
be completed before commencing work at Rush University.
Students entering the program must have transcript credit
for at least one college-level math or statistics course, at
least one course in the behavioral/social sciences, at least
one course in the biological sciences, and at least one course
in the physical sciences. Although not required, the following
course work is strongly recommended: advanced college-
level math, research methods, psychology and physics.
Applicants should check the program webpage for additional
information about prerequisites.
Admission is granted for the fall semester of each year.
The application file includes a completed application with
essay, application fee, three letters of recommendation from
individuals acquainted with the applicant’s academic back
-
ground, oicial transcripts from all universities attended,
and oicial scores from the Graduate Record Examination
(GRE). Applicants whose native language is not English and
who have not obtained a college degree from a U.S. institu
-
tion must submit oicial scores from the Test of English as a
Foreign Language (TOEFL).
Note:
Note regarding RCP 585, Clinical Practice IV: The purpose of
this clinical practice is to allow students to acquire special
clinical skills and/or expertise that is not normally achieved
Communication Disorders
and Sciences
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
The generally applied minimum standards for acceptance
into the AuD program are a 3.0 undergraduate GPA overall
(on a 4.0 scale) or a 3.5 GPA in major courses. GRE scores
(verbal and quantita¬tive) above the 50th percentile are rec-
ommended. The program’s Admissions Committee reviews all
applications and makes all admissions decisions.
Technical Standards for the Audiology Program
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values — innovation, collaboration, accountabil-
ity, respect and excellence (I CARE) — translate into our
work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure acces¬sibility and creates a respectful
accountable culture through our confidential and specialized
disability support. Rush is committed to excellence in acces-
sibility; we encourage students with disabili¬ties to disclose
and seek accommodations.
The following technical functions are required of all students
enrolled in the Audiology program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses such as lecture, group, and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images from
paper, slides, videos with audio description, and computer
presentations
• Recognize and assess patient changes in mood, activity,
cognition, and verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic audiology care, and perform or assist with pro-
cedures and treatments
• Practice in a safe manner and appropriately provide
audiology care and assessment in emergencies and life-
support procedures, and perform universal precautions
against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors, and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical his-
tory and other information, to adequately and eectively
evaluate a population’s, client’s, or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze, and synthesize
data related to diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities in
a timely and accurate manner according to the audiology
role
• Synthesize information, problem solve, and think criti-
cally to judge the most appropriate theory, assessment, or
treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Demonstrate integrity, accountability, interest and
motivation
• Demonstrate intent and desire to follow the Rush
University and Audiology and Speech-Language
Pathology Code of Ethics
The technical standards delineated above must be met
with or without accommodation. Students who, after review
of the techni¬cal standards, determine that they require
reasonable accommoda¬tion to fully engage in the program
should contact the Oice of Student Accessibility Services
to confidentially discuss their accommo¬dation needs.
Given the clinical nature of our programs, time may
be needed to implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Communication Disorders and
Sciences: Academic Policies
The Academic Resources and Policies section of this catalog
contains Rush University academic policies.
Academic Probation
Academic probation is assigned to a student who earns a
single-term academic grade point average (GPA) between
2.5 and 2.99 (A = 4.0), and/or whose cumulative academic
GPA falls between 2.5 and 2.99 at any time. The academic
GPA is calculated for all non-clinical coursework. A reme-
diation plan to address probation will be developed by the
student’s academic adviser and the student and will be
documented in the student’s program file. A student must
earn a single-term academic GPA of 3.0 or greater at the end
of the semester for which the student is on academic proba-
tion and a cumulative academic GPA of 3.0 or greater by the
end of the first academic year to continue in the program.
A student who incurs a semester academic GPA below 3.0
after being removed from academic probation will be dis-
missed from the program, even if the cumulative academic
GPA is 3.0 or greater.
A student who earns a grade of D or less in a required
course must repeat that course or an equivalent course that
has been approved by the student’s program and trans-
ferred from an outside institution. In a repeated course, the
new grade will replace the earlier grade in the cumulative
academic GPA. Failure to receive a grade of C or greater in a
repeated course will result in dismissal from the program.
A student must receive a grade of C or greater in an
approved transfer course in order for it to be accepted as
an equivalent for the course for which the student received
a grade of D or less. Credit for a transferred course is not
included in the calculation of the cumulative academic GPA.
The course for which the student earned the grade of D or
less will remain on the student’s transcript and will be used
to calculate the academic GPA. This may impact the stu-
dent’s minimum GPA requirement for graduation.
A student who earns a grade of D or less in two or more
required courses, regardless of the grade earned in a
repeated course and regardless of the cumulative academic
GPA will be dismissed from the program.
A student who earns a single-term academic GPA of less
than 2.5 at any point during his/her course of study will be
dismissed from the program.
A student who fails to meet the stated criteria for the com-
prehensive examination will be dismissed from the program.
A cumulative academic GPA of 3.0 or greater is required for
graduation.
Clinical Probation
Clinical probation is assigned to a student who earns a grade
of C or less in a clinical practicum, internship, or externship.
Although the clinical contact hours may be used to meet the
ASHA Council for Clinical Certification (CFCC) requirements,
the student may be required to repeat the clinical education
course before progressing further in the clinical sequence.
A remediation plan to address clinical probation will be
determined by the student, the student’s academic adviser,
and the clinical education manager; this remediation plan
will be documented. Failure to achieve a grade of B or higher
in any subsequent clinical education course will result in
dismissal from the program.
The faculty reserves the right to request the withdrawal of
any student whose conduct or performance demonstrates
lack of fitness for continuance in a health profession. Any
such student not voluntarily withdrawing will be dismissed
from the program.
Clinical Progression
In the AuD program, a grade of B or higher is required to
pass a clinical course. Students receiving a grade of C or
less in any AuD clinical course prior to the final externship
semester will be placed on clinical probation and required to
repeat and pass the practicum before progressing further in
the clinical sequence. Any earned clinical contact hours may
be used to meet the ASHA Council for Clinical Certification
requirements.
Students receiving a grade of C in their final externship
semester will be placed on probation and required to
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register for one credit of continuing enrollment in the fol-
lowing semester to complete remediation and achieve good
standing before graduation. Students receiving a grade of D
in their final externship semester will be placed on probation
and required to repeat the course. Students receiving an F
in the final externship semester will be dismissed from the
program.
For students placed on clinical probation at any time during
the AuD clinical sequence, a remediation plan to address
clinical probation will be determined jointly by the student,
the student’s academic adviser, and the clinical education
manager; this remediation plan will be documented. Failure
to achieve a grade of B or higher in any subsequent clinical
education course will result in dismissal from the program.
The faculty reserves the right to request the withdrawal of
any student whose conduct or performance demonstrates
lack of fitness for continuance in a health profession. Any
such student not voluntarily withdrawing will be dismissed
from the program.
Interrupted Program
Students who wish or need to interrupt their program must
fulfill the following requirements:
• Meet with their academic adviser and the program
director to work out a plan of action before leaving the
program
• Complete all degree requirements within eight years
(doctoral program) of the beginning of the first term in
which the full-time student is enrolled in the department
• Follow all appropriate leave of absence/withdrawal proce-
dures and policies as defined by Rush University
Academic Appeal and Grievance
See the CDS Student Manual for the policy on academic
appeal and grievance, and for other policies. The depart-
ment follows procedures outlined in the College of Health
Sciences Student Academic Appeal and Grievance
Procedures. Students who wish to file a complaint related to
compliance with an accreditation standard may contact the
Council on Academic Accreditation:
Chair, Council on Academic Accreditation in Audiology and
Speech-Language Pathology
American Speech-Language-Hearing Association
2200 Research Blvd, Suite 310
Rockville, MD 20850
(800) 498-2071 or (301) 296-5700
Clinical Education Experiences in Audiology
Clinical training occurs throughout the curriculum, includ-
ing clinical methods course work, patient experiences, and
alternative clinical experiences. Enrollment in each term
of practicum, internship, or externship is contingent upon
satisfactory completion (grade of B or better) of the previous
term’s clinical education course. Clinical experiences include
direct and indirect patient care activities across the scope of
practice with diverse populations from all age groups at both
on- and o-campus facilities.
Graduation Requirements
The requirements for the Doctor of Audiology degree include
a cumulative academic GPA of 3.0 or greater and success-
ful completion of the comprehensive examination. Audiology
students also must complete an investigative project.
Requirements for the doctoral degree must be completed
within eight years of the beginning of the first term in which
a full-time student is enrolled. Students must complete the
number of term hours required by the program. Refer to
the Department of Communication Disorders and Sciences
Student Manual for additional discussion about graduation
and degree progression.
Educational Activities
The Department of Communication Disorders and Sciences
provides professional education and training in speech-
language pathology and audiology. Its programs are notable
in that the education of speech-language pathologists and
audiologists is enhanced by the opportunities, resources, and
facilities provided by a world-class academic medical center.
In addition to didactic and clinical activities, students and
faculty participate in journal clubs, rounds and student-faculty
development sessions available within the department, as well
as throughout the Rush University Medical Center. Students
and faculty benefit from presentations by distinguished
guests who share research and clinical expertise in audiology
or speech-language pathology. Special seminars and presen-
tations on various health care topics are available to students
throughout the Medical Center.
Faculty members are involved in the education of residents
and students in Rush Medical College. Faculty members
participate in grand rounds for various medical specialties
and provide in-service programs on campus for sta at Rush
University Medical Center and at the Johnston R. Bowman
Health Center.
Audiology (AUD): Curriculum
First Year Credit Hours
Fall Term
AUD-602 Anatomy and Physiology of the Auditory System 3
AUD-606 Introduction to Neuroscience 3
AUD-613 Acoustics and Psychoacoustics 2
AUD-621 Clinical Methods in Audiology 2
AUD-622 Clinical Observation in Audiology 1
AUD-623 Audiologic Assessment 3
Spring Term
AUD-607 Pathophysiology of the Auditory System 3
AUD-614 Acoustic Phonetics and Speech Perception 2
AUD-640 Basic Amplification 2
AUD-650 Vestibular Assessment and Rehabilitation 3
AUD-690 Clinical Practicum I 1
CHS-610 Research Methods in Health Sciences 2
Summer Term
AUD-611 Embryology and Genetics of the Auditory System 1
AUD-630 Electrophysiologic Assessment I 3
AUD-660 Pediatric Audiology 2
AUD-691 Clinical Practicum II 1
CDS-576 Issues in Counseling 2
Track FS17
Research Activities
Faculty members are involved in interprofessional and trans-
lational research in the areas of audiology, hearing science,
and speech-language pathology. Projects include cochlear
implant processing, working memory and communication,
adult speech disorders, dysphagia, neurogenic communica-
tion disorders, language and literacy in children, quality of life
and hearing aids, aging and hearing loss, language disorders
and second language learning, and many other topics related
to human communication and swallowing.
Faculty members publish in professional journals and present
at international, national, and state meetings. Summaries
of faculty research and professional activities are available
on the department’s webpage. Students are encouraged to
participate in the research process, including development of
hypotheses, data collection, and presentation or publication
of results.
Investigative Project
Students enrolled in the Doctor of Audiology program com-
plete the investigative project during the third year of the
curriculum. The objectives of the investigative project are to
synthesize a body of literature related to a specific topic in
audiology, cultivate professional writing skills, acquire didac-
tic skills for dissemination of professional information, and
develop organizational and verbal tools needed for profes-
sional presentations.
Ordinarily, the investigative project includes three options:
evidence-based practice systematic review, experimental
project, or professional/clinical project. A complete descrip-
tion of the investigative project is found in the Student
Manual for the Department of Communication Disorders and
Sciences. Students are expected to submit the completed
project for presentation at a state or national professional
meeting and/or for publication.
Service Activities
The faculty provides a full range of diagnostic and therapeu-
tic services to a large clinical population that includes both
inpatients and outpatients. In addition, faculty and students
participate in community and professional activities on the
local, national, and international level. Students and faculty
participate in health fairs, screenings, and other service
activities throughout the year. Faculty provide leadership,
editorial, and committee service to state and national scien-
tific and professional associations.
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Second Year Credit Hours
Fall Term
AUD-592 Grand Rounds 1
AUD-615 Pharmacology 2
AUD-637 Electrophysiologic Assessment II 2
AUD-641 Adult Amplification 3
AUD-645 Adult and Geriatric Rehabilitative Audiology 3
AUD-692 Audiology Practicum III 1
Spring Term
AUD-592 Grand Rounds 1
AUD-663 Pediatric Amplification and Habilitation 2
AUD-664 Educational Audiology 2
AUD-665 Auditory Implants 2
AUD-672 Seminar in Current Professional Issues 1
AUD-800 Internship I 3
Summer Term
AUD-651 Vestibular Seminar 1
AUD-667 Auditory Processing 2
AUD-670 Seminar in Hearing Conservation 1
AUD-671 Seminar in Supervision & Mentorship 1
AUD-801 Internship II 3
CHS-605 Introduction to Ethics in Health Care 2
Third Year Credit Hours
Fall Term
AUD-673 Practice Management Across Settings 2
AUD-802 Internship III 3
AUD-642 Amplification Seminar 1
AUD-682 Investigative Project Planning Seminar 2
CHS-601 Introduction to Biostatistics 2
Spring Term
AUD-683 Investigative Project 3
AUD-803 Internship IV 5
Summer Term
AUD-850 Externship I 7
Fourth Year Credit Hours
Fall Term
AUD-851 Externship II 7
Spring Term
AUD-852 Externship III 7
Program Total: 108
Master of Science
Speech-Language Pathology (MS)
Admission Process
Application for admission to the Master of Science in
Speech-Language Pathology program is through a central
application system. Refer to the program’s webpages for
more information. The application deadline is Jan. 1 for
matriculation the following fall.
Admission Requirements
At the time of application, individuals should have completed
or be in the process of completing a baccalaureate degree
at an accredited institution. The baccalaureate degree must
be completed before commencing work at Rush University.
Students entering the program must have successfully com-
pleted coursework in introduction to audiology, phonetics,
normal speech and language development, speech and hear-
ing science, speech and hearing anatomy and physiology,
and statistics. In addition, entering students must have tran-
script credit for at least one course in each of the following
areas: biological sciences, physical sciences (physics and/
or chemistry), and social/behavioral sciences. Applicants
should check the program webpage for additional informa-
tion about prerequisites. High school Advanced Placement
(AP) credits may not meet this requirement. All courses
must be taken for a grade at the baccalaureate level.
Admission is granted for the fall term of each year. The
application file includes a completed application with essay,
application fee, three letters of recommendation from
individuals acquainted with the applicant’s academic back-
ground, oicial transcripts from all universities attended, and
oicial scores from the GRE graduate school entry exam.
Applicants whose native language is not English and who
have not obtained a college degree from a U.S. institution
must submit oicial scores from the Test of English as a
Foreign Language, or TOEFL.
The generally applied minimum standards for acceptance
into the program are a 3.0 undergraduate GPA overall (on
a 4.0 scale) and a 3.5 in major courses in speech-language
pathology or a 3.5 in the prerequisite course content as
listed in the application. Scores on the GRE (verbal and
quantitative) should be at the 50th percentile or higher. The
SLP Program Admissions Committee reviews all applications
and makes all admissions decisions.
Technical Standards for the Speech-Language
Pathology Program
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values — I CARE (innovation, collaboration,
accountability, respect and excellence) — translate into
our work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure accessibility and creates a respectful,
accountable culture through our confidential and specialized
disability support. Rush is committed to excellence in acces-
sibility; we encourage students with disabilities to disclose
and seek accommodations.
The following technical functions are required of all students
enrolled in the Speech-Language Pathology program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images from
paper, slides, videos with audio description and computer
presentations
• Recognize and assess patient changes in mood, activity,
cognition, and verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic speech-language pathology care, and perform
or assist with procedures and treatments
• Practice in a safe manner and appropriately provide
speech-language pathology care and assessment in
emergencies and life-support procedures, and perform
universal precautions against contamination
Communication
• Communicate eectively and sensitively with patients
and families
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical history
and other information, to adequately and eectively evalu-
ate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize
data related to diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the speech-
language pathology role
• Synthesize information, problem solve, and think critically
to judge the most appropriate theory, assessment or treat-
ment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, preceptors
and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Demonstrate integrity, accountability, interest and
motivation
• Demonstrate intent and desire to follow the Rush
University and Speech-Language Pathology Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may be needed
to implement the accommodations. Accommodations are
never retroactive; therefore, timely requests are essential
and encouraged. Contact the Oice of Student Accessibility
Services to learn more about accommodations at Rush
University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Communication Disorders and
Sciences: Academic Policies
The Academic Resources and Policies section of this catalog
contains Rush University academic policies.
Academic Probation
Academic probation is assigned to a student who earns a
single-term academic grade point average (GPA) between
2.5 and 2.99 (A = 4.0), and/or whose cumulative academic
GPA falls between 2.5 and 2.99 at any time. The academic
GPA is calculated for all non-clinical coursework. A reme-
diation plan to address probation will be developed by the
student’s academic adviser and the student and will be
documented in the student’s program file. A student must
earn a single-term academic GPA of 3.0 or greater at the end
of the semester for which the student is on academic proba-
tion and a cumulative academic GPA of 3.0 or greater by the
end of the first academic year to continue in the program.
A student who incurs a semester academic GPA below 3.0
after being removed from academic probation will be dis-
missed from the program, even if the cumulative academic
GPA is 3.0 or greater.
A student who earns a grade of D or less in a required
course must repeat that course or an equivalent course that
has been approved by the student’s program and trans-
ferred from an outside institution. In a repeated course, the
new grade will replace the earlier grade in the cumulative
academic GPA. Failure to receive a grade of C or greater in a
repeated course will result in dismissal from the program.
A student must receive a grade of C or greater in an
approved transfer course in order for it to be accepted as
an equivalent for the course for which the student received
a grade of D or less. Credit for a transferred course in not
included in the calculation of the cumulative academic GPA.
The course for which the student earned the grade of D or
less will remain on the student’s transcript and will be used
to calculate the academic GPA. This may impact the stu-
dent’s minimum GPA requirement for graduation.
A student who earns a grade of D or less in two or more
required courses, regardless of the grade earned in a
repeated course and regardless of the cumulative academic
GPA will be dismissed from the program.
A student who earns a single-term academic GPA of less
than 2.5 at any point during his/her course of study will be
dismissed from the program.
A student who fails to meet the stated criteria for the com-
prehensive examination will be dismissed from the program.
A cumulative academic GPA of 3.0 or greater is required for
graduation.
Clinical Probation
Clinical probation is assigned to a student who earns a grade
of C or less in a clinical practicum, internship, or externship.
Although the clinical contact hours may be used to meet the
ASHA Council for Clinical Certification (CFCC) requirements,
the student may be required to repeat the clinical education
course before progressing further in the clinical sequence.
A remediation plan to address clinical probation will be
determined by the student, the student’s academic adviser
and the clinical education manager, and will be documented.
Failure to achieve a grade of B or higher in any subsequent
clinical education course will result in dismissal from the
program.
The faculty reserves the right to request the withdrawal of
any student whose conduct or performance demonstrates
lack of fitness for continuance in a health profession. Any
such student not voluntarily withdrawing will be dismissed
from the program.
Clinical Progression
In the Speech-Language Pathology (SLP) program, A grade
of B or higher is required to pass an SLP clinical practicum.
Students receiving a grade of C or less in any SLP practi-
cum prior to the final practicum will be placed on clinical
probation and required to repeat and pass the practicum
before progressing further in the clinical sequence. Any
earned clinical contact hours may be used to meet the ASHA
Council for Clinical Certification (CFCC) requirements.
Students receiving a grade of C in their final practicum will
be placed on probation and required to register for one
credit of continuing enrollment in the following semester
to complete remediation and achieve good standing before
graduation. Students receiving a grade of D in their final
practicum will be placed on probation and required to repeat
the course. Students receiving an F in the final practicum
will be dismissed from the program.
For students placed on clinical probation at any time during
the SLP practicum sequence, a remediation plan to address
clinical probation will be determined jointly by the student,
the student’s academic adviser, and the clinical education
manager; this remediation plan will be documented. Failure
to achieve a grade of B or higher in any subsequent clinical
education course will result in dismissal from the program.
The faculty reserves the right to request the withdrawal of
any student whose conduct or performance demonstrates
lack of fitness for continuance in a health profession. Any
such student not voluntarily withdrawing will be dismissed
from the program.
Interrupted Program
Students who wish or need to interrupt their program must
fulfill the following requirements:
• Meet with their academic adviser, the clinical education
manager, and the program director to work out a plan of
action before leaving the program
• Complete all degree requirements within four years (mas-
ter’s program) of the beginning of the first term in which
the full-time student is enrolled in the department
• Follow all appropriate leave of absence/withdrawal proce-
dures and policies as defined by Rush University
Academic Appeal and Grievance
See the CDS Student Manual for the policy on academic
appeal and grievance and for other policies. The department
follows procedures outlined in the College of Health Sciences
Student Academic Appeal and Grievance Procedures.
Students who wish to file a complaint related to compliance
with an accreditation standard may contact the Council on
Academic Accreditation:
Chair, Council on Academic Accreditation in Audiology and
Speech-Language Pathology
American Speech-Language-Hearing Association
2200 Research Blvd., Suite 310
Rockville, MD 20850
(800) 498-2071 or (301) 296-5700
Clinical Education Experiences in
Speech-Language Pathology
Clinical training occurs throughout the curriculum, includ-
ing patient experiences and clinical methods coursework.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Enrollment in each term of practicum, internship, or extern-
ship is contingent upon satisfactory completion (grade B
or better) of the previous term’s clinical education course.
Clinical experiences include direct and indirect patient
care activities across the scope of practice with diverse
populations from all age groups at both on- and o-campus
facilities.
Graduation Requirements
The requirements for the Master of Science degree in
Speech-Language Pathology degree include a cumulative
academic GPA of 3.0 or greater and successful completion
of the comprehensive examination. Thesis students must
successfully complete the thesis process in lieu of passing a
comprehensive examination.
All master’s degree requirements must be completed within
48 months from the beginning of the first term in which a
full-time student is enrolled in the program. Students must
complete the number of term hours required by the pro-
gram. Refer to the Department of Communication Disorders
and Sciences Student Manual for additional discussion
about graduation and degree progression.
Educational Activities
The Department of Communication Disorders and Sciences
provides professional education and training in speech-
language pathology and audiology. Its programs are notable
in that the education of speech-language pathologists and
audiologists are enhanced by the opportunities, resources
and facilities provided by a world-class academic medical
center.
In addition to didactic and clinical activities, students and
faculty participate in journal clubs, rounds and student-fac-
ulty development sessions available within the department
as well as throughout the Rush University Medical Center.
Students and faculty benefit from presentations by distin-
guished guests who share research and clinical expertise in
audiology or speech-language pathology. Special seminars
and presentations on various health care topics are available
to students throughout Rush University Medical Center.
Faculty members are involved in the education of residents
and students in Rush Medical College. Faculty members
participate in grand rounds for various medical specialties
and provide in-service programs on campus for sta at Rush
University Medical Center and the Johnston R. Bowman
Health Center.
Research Activities
Faculty members are involved in interprofessional and trans-
lational research in the areas of audiology, hearing science
and speech-language pathology. Projects include cochlear
implant processing, working memory and communication,
adult speech disorders, dysphagia, neurogenic communi-
cation disorders, language and literacy in children, quality
of life and hearing aids, aging and hearing loss, language dis-
orders and second language learning, and many other topics
related to human communication and swallowing.
Faculty members publish in professional journals and pres-
ent at international, national and state meetings. Summaries
of faculty research and professional activities are available
online on the department’s webpage. Students are encour-
aged to participate in the research process, including the
development of hypotheses, data collection, and presenta-
tion or publication of results.
Thesis
The faculty’s commitment to research and the belief that an
appreciation of scientific endeavors is critical to the clini-
cal process provide the basis for an optional thesis. Many
students in graduate school choose to do a thesis, thereby
gaining valuable research experience. A thesis project is
data based and may be an original or replication study.
Often, students present the results of their research at a
professional meeting or publish results in a professional
journal. The thesis project is optional in the speech-
language pathology curriculum, and students are encour-
aged to consider choosing this option. The complete thesis
policy is found in the Student Manual for the Department of
Communication Disorders and Sciences.
Service Activities
The faculty provides a full range of diagnostic and thera-
peutic services to a large clinical population that includes
inpatients and outpatients. In addition, faculty and students
participate in community and professional activities on the
local, national and international level. Students and faculty
participate in health fairs, screenings and other service
activities throughout the year. Faculty provides leadership,
editorial and committee service to state and national scien-
tific and professional associations.
First Year Credit Hours
Fall Term
SLP-506L Clinical Methods Lab 1
SLP-523L Instrumentation Lab 1
SLP-537L Anatomy Lab 1
SLP-521 Language Disorders in Children I: Birth Through Age Five 3
CHS-610 Research Methods in Health Sciences 2
SLP-564 Aphasia 3
AUD-606 Introduction to Neuroscience 3
SLP-511P Speech-Language Pathology Practicum I 1
IPE-502 Interprofessional Patient Centered Teams Non Credit
Spring Term
SLP-522 Language Disorders in Children II: Age Six Through Adolescence 3
SLP-558 Dysphagia 3
SLP-567 Dysarthria 3
SLP-568 Cognition of Acquired Language and Communication Disorders 3
SLP-582 Topics in Research Methods In Communication Disorders 1
SLP-512P Speech-Language Pathology Practicum II 2
IPE-502 Interprofessional Patient Centered Teams Non Credit
Summer Term
SLP-503L Auditory Skills Lab for the Speech-Language Pathologist 1
SLP-526 Speech Sound Disorders 2
SLP-540 Head and Neck Cancer Management 2
SLP-542L Tracheostomy & Ventilator Lab Ventilator Dependent Patients 1
SLP-524 Fluency, Dysfluency, and Stuttering 2
CDS-576 Issues in Counseling 2
SLP-513P Speech-Language Pathology Practicum III 3-4
Second Year Credit Hours
Fall Term
SLP-510 Prof Issues-Speech Language Pathology 2
SLP-562 Craniofacial Anomalies and Genetic Syndromes 2
SLP-535 Clinical Issues in Cultural and Language Diversity 2
SLP-563 Voice Disorders 3
SLP-592 Applied Topics in Communication Disorders 1
SLP-589P Speech-Language Pathology Practicum IV 5
Spring Term
SLP-590P Speech-Language Pathology Practicum V 8-9
Program Total: 67
Speech-Language Pathology (MS) Non-Thesis Track: Curriculum
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Speech-Language Pathology (MS)
Thesis Track: Curriculum
Thesis students may deselect up to 8 credit hours of select
coursework (see courses listed with two asterisks - “**”).
Deselected courses may be audited; audited courses will
appear on the student’s transcript without credit hours
assigned. The selection of the courses to remove from a
student’s program of study is done with the approval of the
student’s adviser, considering the individual’s undergraduate
background and graduate needs and experiences. Courses
not audited are required to be taken for credit.
Clinic practicum hours may be altered. Students select-
ing the thesis option should schedule an appointment
with the clinical education manager at the time they elect
to complete a thesis to begin this planning. The Summer
Practicum (SLP Practicum 3) may be increased to 4 credit
hours. The Spring Year 2 Practicum (SLP Practicum 5) may
be reduced to 8 credit hours. These practicum experiences
will be scheduled either on campus or at select external sites
to facilitate completion of the thesis. Students may also seek
additional practicum opportunities earlier in their academic
programs, to accelerate the achievement of the requisite
number of contact hours. Students who may potentially
alter their practicum hours must be in frequent contact with
the clinical education manager to monitor that the requisite
contact hours needed for graduation are being attained.
Students who do not obtain the needed contact hours will
register for additional credit during the following summer
term so that this graduation requirement will be met.
First Year Credit Hours
Fall Term
SLP-506L Clinical Methods Lab 1
SLP-523L Instrumentation Lab 1
SLP-537L Anatomy Lab 1
SLP-521 Language Disorders in Children I: Birth Through Age Five 3
CHS-610 Research Methods in Health Sciences 2
SLP-564 Aphasia 3
AUD-606 Introduction to Neuroscience 3
SLP-511P Speech-Language Pathology Practicum I 1
Spring Term
SLP-522 Language Disorders in Children II: Age Six Through Adolescence 3
SLP-558 Dysphagia 3
SLP-567 Dysarthria 3
SLP-568 Cognition of Acquired Language and Communication Disorders 3
SLP-582 Topics in Research Methods In Communication Disorders 1
SLP-512P Speech-Language Pathology Practicum II 2
SLP-900 Independent Study 2
Summer Term
SLP-503L** Auditory Skills Lab for the Speech-Language Pathologist 1
SLP-526 Speech Sound Disorders 2
SLP-540** Head and Neck Cancer Management 2
SLP-542L** Tracheostomy & Ventilator Lab Ventilator Dependent Patients 1
SLP-524** Fluency, Dysfluency, and Stuttering 2
CDS-576** Issues in Counseling 2
SLP-513P Speech-Language Pathology Practicum III 3-4
SLP-598 Thesis 2
Second Year Credit Hours
Fall Term
SLP-510** Prof Issues-Spch Language Path 2
SLP-562** Craniofacial Anomalies and Genetic Syndromes 2
SLP-535 Clinical Issues in Cultural and Language Diversity 2
SLP-563 Voice Disorders 3
SLP-592 Applied Topics in Communication Disorders 1
SLP-589P Speech-Language Pathology Practicum IV 5
SLP-598 Thesis 2
Spring Term
SLP-590P Speech-Language Pathology Practicum V 8-9
SLP-598 Thesis 2
Program Total: 67
Speech-Language Pathology (MS) Thesis Track: Curriculum
** Indicates course may be audited.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Students in the thesis track will begin their research with
Independent Study in Spring 1 (two credits) and continue
with Thesis Research in Summer 1, Fall 2, and Spring 2 (two
credits each). A total of eight credit hours of independent
study and thesis research will be accrued. Thesis-track
students may audit a maximum of four credit hours per term
in Summer 1 and Fall 2 to oset the credit hours attained
through their thesis research. Although up to eight credit
hours of coursework may be audited, any eligible course not
audited must be taken for credit to satisfy the program’s
overall degree requirements. Due to thesis-track students’
ability to audit up to eight credit hours, the number of credit
hours required for graduation is equal for thesis and non-
thesis students.
ASHA Requirements for the Certificate of
Clinical Competence
The academic coursework and clinical education hours
required by ASHA for the Certificate of Clinical Competence
is described on the ASHA’s website (www.asha.org).
Students are responsible for reviewing this information and
their undergraduate and graduate coursework to assure that
the requirements will be met. If a deficiency exists, it is best
to identify it early so that appropriate plans can be made.
Students should review their coursework with their aca-
demic advisers during the first term of enrollment.
Master of Science
Clinical Nutrition (MS)
Academic Programs
Master of Science
The MS degree program is for those who hold a baccalau-
reate degree and wish to expand their understanding of
human nutrition through critical evaluation, integration and
application of nutrition research. The student has the option
of selecting a thesis or Master’s research project track.
Those in the thesis track are required to take 6 credits of
thesis research and will complete their own research project.
Those in the Master’s research project track will take 4 cred-
its toward their research experience.
Clinical Nutrition:
Admission Requirements
All who apply to the College of Health Sciences’ MS Clinical
Nutrition program must have a baccalaureate degree.
Obtaining the MS degree in the College of Health Sciences’
Clinical Nutrition program without an accredited, supervised
practice will not make the student eligible to sit for the reg-
istration exam to become a Registered Dietitian Nutritionist,
or RDN.
Prerequisite courses from an accredited U.S. university that
are required for admission to the MS degree include the
following:
• At least one course in biochemistry*
• At least one course in physiology
• At least one course in nutrition
• At least one course in statistics
*Students should note that two semesters of general chem-
istry and one semester of organic chemistry are typically the
prerequisites for biochemistry. The prerequisite for physiology
is an introductory biology course.
Application requirements, required application fees and
the application process are specified on the Department of
Clinical Nutrition webpage. If you have questions, contact
Sarah Peterson, PhD, RD, LDN, acting program director at
Sarah_J_P[email protected] or call (312) 942-7845.
Acceptance procedures for the MS program include a review
of application materials by the Rush University College of
Health Sciences Admissions Oice for completeness of
application and a review by the Clinical Nutrition Admissions
Committee for program acceptance. Students may be admit-
ted in any of the three terms.
Students accepted into the MS degree program will receive
a letter of acceptance from the Rush University College of
Health Sciences Admissions Oice. A program acceptance
confirmation fee of $250 is required at this time. This fee
is nonrefundable and will be applied to tuition for the first
term.
Required Testing for all Applicants
Applicants for the MS program in Clinical Nutrition will need
to submit results of the following:
• GRE graduate school entry exam.
• International applicants: Graduates who obtained their
education outside the United States and its territories
must have their academic degree(s) validated as equiva-
lent to the baccalaureate or master’s degree conferred by
a regionally accredited college or university in the United
States. These applicants also must submit results of
the TOEFL examination (see College of Health Sciences
TOEFL requirements).
Clinical Nutrition:
Graduation Requirements
Once admitted into the MS in Clinical Nutrition program,
students embark on a journey that entails the accumulation
of 36 credit hours for graduation. Students must perform
the following in order to graduate and have the degree
conferred:
• Maintain a cumulative GPA of 3.0 or greater
• Successfully complete all didactic coursework
• Successfully complete all requirements of the thesis/non-
thesis research experience
• Pass the Rush University Interprofessional course
• Complete a minimum of 16 contact hours of approved
professional or community service
Students must complete all program requirements within
five years from matriculation. Any student who expects to
go beyond the timeframe must request an exception to the
policy in writing to the Clinical Nutrition Academic Progress
and Promotions committee.
Clinical Nutrition: Research Activities
There are two tracks in the MS in Clinical Nutrition program:
thesis and Master’s research project. Students have the
option of selecting the thesis or Master’s research project
track of the degree, but all students will complete some form
of research experience. Faculty members of the Department
of Clinical Nutrition are involved in applied nutrition
research. Faculty and students present at professional meet-
ings and publish in peer reviewed journals. A list of faculty
and student research presentations and publications can be
found on the Clinical Nutrition webpage.
Clinical Nutrition: Service Activities
Students are required to complete 16 hours of community
or professional service during the program. Students meet
this requirement in a variety of ways, including assisting at
health fairs, volunteering at a local food pantry and helping
at local clinics.
Clinical Nutrition: Academic Policies
The MS program is oered on a part-time or full-time basis.
A full-time student can complete the program in four terms.
All students must complete the program within five years of
matriculation. Rush University requires continuous enroll-
ment through to completion of degree (see Rush University
policies for further information).
Students may be allowed to transfer up to 12 semester
hours of applicable graduate credit from another accredited
university. Graduate courses must be completed with a B or
better and approved by the student’s supervisory committee
to be awarded transfer credit.
If a student is not finished with the MS degree in five years,
a request for an extension must be made to the Clinical
Nutrition Academic Progress and Promotions Committee.
If an extension is granted, conditions of the extension may
include additional coursework to assure relevancy and cur-
rency of knowledge and competence at the master’s level.
Academic Progression
Students in the MS program are required to earn grades of
C or better in all courses. Failure to earn required grades
may result in dismissal from the MS program and will result
in a performance review by the Clinical Nutrition Academic
Progress and Promotions Committee. The faculty reserves
the right to request the withdrawal of any student whose
conduct or performance demonstrates lack of fitness for
continuance in the graduate program.
Automatic probation for any student results when a stu-
dent’s cumulative GPA falls below 3.0 or when a student
receives a grade of D or F in any course. The Clinical
Nutrition Academic Progress and Promotions Committee
notifies any student placed on probation, states the
reason(s) for probation and indicates the conditions that
must be satisfied for removal of probation.
A student who earns a grade of D or F in a course must
repeat the course and earn at least a C. A student who
earns a grade of D or F in more than one required course
will be dismissed. Full-time students on probation must
earn a cumulative GPA of 3.0 or greater by the end of the
next two consecutive terms. Part-time students on proba-
tion must earn a cumulative GPA of 3.0 or greater after
completing the next three courses (approximately 6 term
hours). Improvement in the GPA must be shown each term
of probation.
Clinical Nutrition
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Clinical Nutrition: Technical Standards
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values Blvd I CARE (innovation, collaboration,
accountability, respect and excellence) Blvd translate into
our work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure accessibility and creates a respectful,
accountable culture through our confidential and specialized
disability support. Rush is committed to excellence in acces-
sibility; we encourage students with disabilities to disclose
and seek accommodations.
The following technical functions are required of all students
enrolled in the Clinical Nutrition program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
• Recognize and assess patient changes in mood, activity,
cognition, verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic clinical nutrition care and perform or assist with
procedures and treatments
• Practice in a safe manner and appropriately provide clini-
cal nutrition care and assessment in emergencies and life
support procedures, and perform universal precautions
against contamination
Communication
• Communicate eectively and sensitively with patients and
families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical history
and other information to adequately and eectively evalu-
ate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize data
related to the diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the clinical
nutrition role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment or
treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Clinical Nutrition Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may
be needed to implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
Rush University
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
First Year Credit Hours
Fall Term
CHS-610 Research Methods in the Health Sciences 2
NTR-621 Regulation of Macronutrients & Energy Metabolism in Human Nutrition 3
NTR-682 Research Methods Application and Special Topics in Clinical Nutrition 1
IPE-502 Interprofessional Patient Centered Teams Non Credit
Electives (see below)
Spring Term
CHS-601 Introduction to Biostatistics 2
NTR-611 Advanced Nutrition Care I 3
NTR-696 Master’s Research Project 1
IPE-502 Interprofessional Patient Centered Teams Non Credit
Summer Term
NTR-691 Nutrition Epidemiology 3
NTR-612 Advanced Nutrition Care II 3
NTR-695 Journal Club in Clinical Nutrition 1
NTR-696 Master’s Research Project 1
Second Year Credit Hours
Fall Term
NTR-615 Community Nutrition: A Policy Perspective 3
NTR-641 Leadership and Management in Dietetics 3
NTR-692 Seminar in Clinical Nutrition 1
NTR-696 Master’s Research Project 1
Spring Term
NTR-696 Master’s Research Project 1
Electives
CHS-605 Introduction to Ethics in Healthcare 2
CHS-620 Health Care in America 2
NTR-604 Core Concepts of Health and Wellness 2
NTR-605 Sports Nutrition 2
NTR-606 Critical Analysis Multimedia 2
NTR-622 Micronutrient, Phytochemicals and Dietary Supplements in Nutrition 2
NTR-623 Maternal and Infant Nutrition 2
NTR-613 Advanced Nutrition Care III 2
NTR-900 Independent Study 1-3
Program Total 36
Clinical Nutrition (MS) Master’s Research Project Track: Curriculum
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Clinical Nutrition (MS) Thesis Track: Curriculum
Several programs in the College of Health Sciences either
require or have an option for a thesis project. Completing
a thesis is a significant academic accomplishment and
acknowledges an independent scientific investigation has
been conducted by the student that will add to the knowl-
edge to the field.
All students are required to have their theses registered with
the ProQuest information and learning company. This process
includes publication of the thesis abstract, microfilming of the
thesis and copyrighting (approximately $150). The director of
the Library of Rush University Medical Center coordinates the
process.
Clinical Nutrition/Dietetic Internship
(MS)
Combined Master’s Degree and Dietetic
Internship
The combined MS/Dietetic Internship program is a 20-month
program that integrates didactic and supervised experience.
Students have the option of selecting a thesis or Master’s
research project track. Upon completion of the program, the
student earns an MS degree with a major in clinical nutrition,
completes an accredited dietetic internship and is eligible to
take the Registration Examination for Dietitians.
The dietetic internship is accredited by the Accreditation
Council for Education in Nutrition and Dietetics, the creden-
tialing agency of the Academy of Nutrition and Dietetics:
Accreditation Council for Education in Nutrition and Dietetics
Academy of Nutrition and Dietetics
120 S. Riverside Plaza, Suite 2190
Chicago, IL 60606
(800) 877-1600, ext. 5400
www.eatright.org/acend
Clinical Nutrition:
Admission Requirements
All who apply to the combined MS/Dietetic Internship
program must have a baccalaureate degree and a verifica-
tion statement that represents completion of requirements
of an accredited didactic program in dietetics listed by
the Accreditation Council for Education in Nutrition and
Dietetics at www.eatright.org/acend.
Application requirements, fees and the application process
are specified on the Department of Clinical Nutrition web-
page at www.rushu.rush.edu/cndi.
Send questions to Acting Dietetic Internship Director, Sally
Lipson, MS, RDN at [email protected] or 312-942-2060.
Students verbally accept the appointment and the Rush
Dietetic Internship director will email an acceptance letter
form that students are required to complete and return.
Once students are accepted into the Dietetic Internship,
they are then required to complete the application for Rush
University A program acceptance confirmation fee of $250
is required at this time. The fee is nonrefundable and will be
applied to tuition for the first term.
There are two tracks in the combined MS/Dietetic Internship
program. There is a thesis and master’s research project
track. The students will decide during the first term which
track they will pursue. Schedules will vary based on the track
selected.
Drug Testing
Rush University Medical Center requires that all prospective
employees, including dietetic interns, undergo drug testing
as a contingency for employment or enrollment.
Criminal Background Check
All dietetic interns will undergo a criminal background check
to comply with legislation regarding employment in the
health care field to assure patient safety.
Required Testing for all Applicants
Those applying to the MS/Dietetic Internship program need
to submit results of the following:
• GRE graduate school entry exam.
• International applicants: Graduates who obtained their
education outside the United States and its territories
must have their academic degree(s) validated as equiva-
lent to the baccalaureate or master’s degree conferred
by a regionally accredited college or university in the
United States. These applicants also must submit results
of TOEFL examination (see College of Health Sciences
TOEFL requirements).
Clinical Nutrition:
Graduation Requirements
Once admitted to the MS/Dietetic Internship program,
students embark on a journey that entails the accumulation
of 67 credit hours for graduation. This includes a minimum
of 1,200 hours of supervised experience. Students must
meet the following in order to graduate and have the degree
conferred:
• Maintain a cumulative GPA of 3.0 or greater
• Successfully complete all didactic coursework
• Successfully complete all 1,200 hours of supervised
experience
• Successfully complete all requirements of the thesis/non-
thesis research experience
• Pass the Rush University Interprofessional course
• Complete a minimum of 16 contact hours of approved
professional or community service
First Year Credit Hours
Fall Term
CHS-610 Research Methods in the Health Sciences 2
NTR-621 Regulation of Macronutrients & Energy Metabolism in Human Nutrition 3
NTR-682 Research Methods Application and Special Topics in Clinical Nutrition 1
IPE-502 Interprofessional Patient Centered Teams Non Credit
Electives (see below)
Spring Term
CHS-601 Introduction to Biostatistics 2
NTR-611 Advanced Nutrition Care I 3
NTR-698 Thesis 1-6
IPE-502 Interprofessional Patient Centered Teams Non Credit
Electives (see below)
Summer Term
NTR-691 Nutrition Epidemiology 3
NTR-612 Advanced Nutrition Care II 3
NTR-695 Journal Club in Clinical Nutrition 1
NTR-698 Thesis 1-6
Electives (see below)
Second Year Credit Hours
Fall Term
NSG-578 Interprofessional Cultural Competency Via Community Based 3
NTR-641 Leadership & Management in Dietetics 3
NTR-692 Seminar in Clinical Nutrition 1
NTR-698 Thesis 1-6
Electives (see below)
Spring Term
NTR-698 Thesis 1-6
Electives (see below)
Electives
CHS-605 Introduction to Ethics in Healthcare 2
CHS-620 Health Care in America 2
NTR-622 Micronutrient, Phytochemicals and Dietary Supplements in Nutrition 2
NTR-623 Maternal and Infant Nutrition 2
NTR-613 Advanced Nutrition Care III 2
NTR-604 Core Concepts of Health and Wellness 2
NTR-605 Sports Nutrition 2
NTR-606 Critical Analysis Multimedia 2
NTR-900 Independent Study 1-3
Program Total 36
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Dietetic Internship: In order to be eligible to take the
registration exam administered by the Commission on
Dietetic Registration, students must fulfill all requirements
of the Dietetic Internship to receive a verification statement.
Students must complete all Dietetic Internship program
requirements within 30 months from the time they began
the Dietetic Internship.
MS degree: Students must complete all program require-
ments within 5 years from matriculation. Any student who
expects to go beyond that timeframe, must request an
exception to the policy in writing to the Clinical Nutrition
Academic Progress and Promotions Committee.
Clinical Nutrition: Research Activities
Students have the option of selecting the thesis or master’s
research project track. Faculty members of the Department
of Clinical Nutrition are involved in basic and applied nutri-
tion research. Faculty and students present at professional
meetings and publish in peer reviewed journals. A list of
faculty and student research presentations and publications
can be found at the Clinical Nutrition and Dietetic Internship
webpage.
Clinical Nutrition: Service Activities
Students are required to complete 16 hours of community
or professional service during the program. Students meet
this requirement in a variety of ways, including assisting at
health fairs, volunteering at the local food pantry and help-
ing at local clinics.
Clinical Nutrition: Academic Policies
The combined Master of Science (MS)/Dietetic Internship
program is oered on a full-time basis only. The program
spans five terms, including the summer term. The super-
vised practice experiences must be completed within 30
months. The didactic and research components of the
master’s degree should be completed in five semesters. All
students must complete coursework within five years of
matriculation.
Rush University requires continuous enrollment through the
completion of the degree (see Rush University Policies for
further information). Students may be allowed to transfer up
to 12 term hours of applicable graduate credit from another
accredited university for the MS degree portion. Graduate
courses must be completed with a B or better and approved
by the student’s supervisory committee to be awarded
transfer credit.
If a student is not finished in five years, a request for
extension must be made to the Clinical Nutrition Academic
Progress and Promotions Committee. If an extension is
granted, conditions of the extension may include additional
coursework to assure relevancy and currency of knowledge
and competence at the master’s level.
Academic Progression
Students in the combined MS/Dietetic Internship program
are required to earn grades of B or better in NTR 655 and a
pass grade of P (equivalent to a grade of B or better) in NTR
650, NTR 651, NTR 652, NTR 653 and NTR 654. Grades of
C or better are required in all other courses. Failure to earn
minimum required grades may result in dismissal from the
combined MS/Dietetic Internship program and will result
in a performance review by the Clinical Nutrition Academic
Progress and Promotions Committee. The faculty reserves
the right to request the withdrawal of any student whose
conduct or performance demonstrates lack of fitness for
continuance in the graduate program.
Automatic probation for any student results when a stu-
dent’s cumulative GPA falls below 3.0 or when a student
receives a grade of D or F in any course. The Clinical
Nutrition Academic Progress and Promotions Committee
notifies any student placed on probation, states the
reason(s) for probation and indicates the conditions that
must be satisfied for removal of probation.
A student who earns a grade of D or F in a course other than
those listed above must repeat the course and earn at least
a C. A student who earns a grade of D or F in more than one
required course will be dismissed. Full-time students on pro-
bation must earn a cumulative GPA of 3.0 or greater by the
end of the next two consecutive terms. Part-time students
on probation must earn a cumulative GPA of 3.0 or greater
after completing the next three courses (approximately 9
term hours). Improvement in the GPA must be shown each
term of probation.
Clinical Nutrition: Technical Standards
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values Blvd I CARE (innovation, collaboration,
accountability, respect and excellence) Blvd translate into
our work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure accessibility and creates a respectful,
accountable culture through our confidential and specialized
disability support. Rush is committed to excellence in acces-
sibility; we encourage students with disabilities to disclose
and seek accommodations.
The following technical functions are required of all students
enrolled in the Clinical Nutrition program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
• Recognize and assess patient changes in mood, activity,
cognition, verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic clinical nutrition care and perform or assist with
procedures and treatments
• Practice in a safe manner and appropriately provide clini-
cal nutrition care and assessment in emergencies and life
support procedures, and perform universal precautions
against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical history
and other information to adequately and eectively evalu-
ate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize data
related to the diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the clinical
nutrition role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment or
treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Clinical Nutrition Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may
be needed to implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
Rush University
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
212 213
2020-2021 2020-2021Rush University Catalog Rush University Catalog
First Year Credit Hours
Fall Term
NTR-650 Supervised Experience in Food Systems Management I 6
NTR-621 Regulation of Macronutrients & Energy Metabolism in Human Nutrition 3
CHS-610 Research Methods in the Health Sciences 2
NTR-682 Research Methods Application and Special Topics in Clinical Nutrition 1
IPE-502 Interprofessional Patient Centered Teams Non Credit
Electives (see below)
Spring Term
CHS-601 Introduction to Biostatistics 2
NTR-611 Advanced Nutrition Care I 3
NTR-651 Supervised Experience in Clinical Nutrition I 6
NTR-696 Master’s Research Project 1
IPE-502 Interprofessional Patient Centered Teams Non Credit
Electives (see below)
Summer Term
NTR-612 Advanced Nutrition Care II 3
NTR-652 Supervised Experience in Clinical Nutrition II 6
NTR-691 Nutrition Epidemiology 3
NTR-695 Journal Club in Clinical Nutrition 1
NTR-696 Master’s Research Project 1
Electives (see below)
Second Year Credit Hours
Fall Term
NTR-615 Community Nutrition: A Policy Perspective 3
NTR-641 Leadership and Management in Dietetics 3
NTR-653 Supervised Experience in Clinical Nutrition III 6
NTR-692 Seminar in Clinical Nutrition 1
NTR-696 Master’s Research Project 1
Electives (see below)
Spring Term
NTR-654 Supervised Experience in Clinical Nutrition IV 6
NTR-696 Master’s Research Project 1
Electives (see below)
Electives
CHS-605 Introduction to Ethics in Healthcare 2
CHS-620 Health Care in America 2
NTR-604 Core Concepts of Health and Wellness 2
NTR-605 Sports Nutrition 2
NTR-606 Critical Analysis Multimedia 2
NTR-613 Advanced Nutrition Care III 2
NTR-622 Micronutrient, Phytochemicals and Dietary Supplements in Nutrition 2
NTR-623 Maternal and Infant Nutrition 2
NTR-900 Independent Study 1-3
Program Total: 67
Clinical Nutrition/Dietetic Internship (MS) Master’s Research Project Track:
Curriculum
First Year Credit Hours
Fall Term
CHS-610 Research Methods in the Health Sciences 2
NTR-621 Regulation of Macronutrients & Energy Metabolism in Human Nutrition 3
NTR-650 Supervised Experience in Food Systems Management I 6
NTR-682 Research Methods Application and Special Topics in Clinical Nutrition 1
IPE-502 Interprofessional Patient Centered Teams Non Credit
Electives (see below)
Spring Term
CHS-601 Introduction to Biostatistics 2
NTR-611 Advanced Nutrition Care I 3
NTR-651 Supervised Experience in Clinical Nutrition I 6
NTR-698 Thesis 1-6
IPE-502 Interprofessional Patient Centered Teams Non Credit
Electives (see below)
Summer Term
NTR-612 Advanced Nutrition Care II 3
NTR-652 Supervised Experience in Clinical Nutrition II 6
NTR-691 Nutrition Epidemiology 3
NTR-695 Journal Club in Clinical Nutrition 1
NTR-698 Thesis 1-6
Electives (see below)
Second Year Credit Hours
Fall Term
NTR-615 Community Nutrition: A Policy Perspective 3
NTR-641 Leadership and Management in Dietetics 3
NTR-653 Supervised Experience in Clinical Nutrition III 6
NTR-698 Thesis 1-6
Electives (see below)
Spring Term
NTR-654 Supervised Experience in Clinical Nutrition IV 6
NTR-692 Seminar in Clinical Nutrition 1
NTR-698 Thesis 1-6
Electives (see below)
Electives
CHS-605 Introduction to Ethics in Healthcare 2
NTR-604 Core Concepts of Health and Wellness 2
NTR-605 Sports Nutrition 2
NTR-606 Critical Analysis Multimedia 2
NTR-613 Advanced Nutrition Care III 2
CHS-620 Health Care in America 2
NTR-622 Micronutrient, Phytochemicals and Dietary Supplements in Nutrition 2
NTR-623 Maternal and Infant Nutrition 2
NTR-900 Independent Study 1-3
Program Total: 67
Clinical Nutrition/Dietetic Internship (MS) Thesis Track: Curriculum
214 215
2020-2021 2020-2021Rush University Catalog Rush University Catalog
Bachelor of Science
Health Sciences (BS)
Philosophy
The Bachelor of Science in Health Sciences program pre-
pares students for advanced learning by providing immer-
sive and interprofessional experiences in a diverse setting.
We believe our students have strong desires to improve the
health of their communities. We are committed to creat-
ing an environment where students can develop the skills
to become critical thinkers, creative problem-solvers and
self-directed learners. These tenets are woven through-
out the BS in Health Sciences curriculum and educational
experiences.
Mission
The mission of the Bachelor of Science in Health Sciences
program is to prepare highly qualified, diverse graduates
interested in pursuing health care careers that require
advanced levels of professional education. The program
seeks to create a bridge for students from a variety of
backgrounds in order to improve the cultural competency of
health care professionals.
Vision
The BS in Health Sciences program will be a recognized
leader in providing pathways for diverse students into the
health professions.
Health Sciences (BS):
Admission Requirements
Admissions Requirements
Admission to the program is on a competitive basis. We
select students based on a number of factors, including the
following:
• Overall grade point average
• Prerequisite grade-point average
• Coursework completed prior to application
• Interpersonal skills
Please note: An associate degree is not required for
admission.
The following are required to be considered for admission
into the Bachelor of Science in health sciences program:
1. A minimum of 60 semester (90 quarter) credit hours of
lower division (100 or 200 level courses) undergradu-
ate coursework from a regionally accredited college or
university prior to matriculation
2. A recommended minimum cumulative and science GPA of
2.75 on a 4.0 scale
3. Completion of the following prerequisite courses with a
grade of C or better
Application for Admission
Entry term: Fall (September)
Application cycle: Continuous
Recommended application deadline: Aug. 1
Complete these steps to apply to the Bachelor of Science
in health sciences program:
1. Submit an application using the Allied Health Centralized
Application Service, (AHCAS).
2. You will also need to submit the following through
AHCAS:
A. Oicial transcripts from every U.S. college or university
attended
B. International course evaluations for all courses and
degrees completed at a college or university outside
the United States
C. Three professional recommendations. References
should be current or former academic advisers, profes-
sors, managers or supervisors.
We will not accept evaluations from coworkers, col-
leagues, friends or family members.
D. Personal statement
3. If your native language is not English, submit Test of
English as a Foreign Language (TOEFL) scores.
4. Participate in a personal interview with program faculty.
Prerequisites
All entering students must complete the following core general education requirements in order to be eligible for the Bachelor
in Science degree in the Health Sciences program.
Health Sciences (BS): Technical
Standards
Rush University is committed to diversity, and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values - I CARE (innovation, collaboration, account-
ability, respect and excellence) - translate into our work with
all students, including those with disabilities. Rush actively
collaborates with students to develop innovative ways to
ensure accessibility and creates a respectful, accountable
culture through our confidential and specialized disability
support. Rush is committed to excellence in accessibility; we
encourage students with disabilities to disclose and seek
accommodations.
The following technical functions are required of all students
enrolled in the Bachelor of Health Sciences program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval).
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers/procedures
• Use and interpret information generated from diagnostic
tools
Motor
• Possess psychomotor skills necessary to perform or
assist with day-to-day responsibilities commensurate
with the student’s discipline
• Practice in a safe manner and perform universal precau-
tions against contamination
Communication
• Communicate eectively and sensitively with patients
and families.
• Communicate eectively with faculty, preceptors, employ-
ees, other professionals and all members of the health
care team during practicum, internship and/or other
learning experiences
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize data
related to the diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the health
sciences role
Requirements Semester Hours Quarter Hours
Two courses in communications (English composition) is required 6 9
One course in mathematics (college algebra or higher) 3 4
Two courses in life sciences (For example: anatomy, biology, microbiology,
pathophysiology, or physiology)
6 9
One course in physical sciences (For example: earth science, astronomy, chemistry,
or physics)
3 4
One course in social sciences (For example: government, history, political science,
psychology, or sociology)
3 4
One course in humanities (For example: ethics, fine arts, literature, or philosophy)
Note: Performance courses do not meet this requirement
3 4
Approximately 12 elective courses in communications, computer science, ethics,
fine arts, humanities, life sciences, literature, philosophy, physical sciences, or social
sciences
36 56
Total Hours of Required and Elective Courses: 60 90
Health Sciences
216 217
2020-2021 2020-2021Rush University Catalog Rush University Catalog
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment,
management or treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Health Sciences Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may be
needed to create and implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
Rush University
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Health Sciences (BS):
Academic Policies
Academic Progression
High academic performance in all courses is expected.
Students will be considered in good standing at Rush
University unless placed on academic probation. A
cumulative grade-point average of at least 2.0 is required
to be considered in good standing and to be eligible to con-
tinue in the baccalaureate program. Cumulative grade-point
averages will be reviewed after each term.
The faculty reserves the right to request the withdrawal of
a student whose conduct, health or performance demon-
strates lack of fitness for continuance in a health profes-
sion. Any such student not voluntarily withdrawing will be
dismissed from the University, regardless of grade-point
average.
Academic Probation
Academic probation is assigned to any student who receives
a term grade point-average below 2.0 or whose cumulative
grade-point average falls below 2.0. Students placed on pro-
bation have two terms to regain the status of good standing
as follows:
• The student must attain a grade-point average of at least
2.0 in the term following the term when probation was
assigned.
• Two terms after being placed on probation, the student
must have a cumulative grade-point average above 2.0.
Failure to make the minimum term grade-point average
one term after probation Blvd regardless of the cumulative
grade-point average Blvd or failure to make the minimum
cumulative grade-point average two terms after probation
will result in dismissal from the University.
D, F or N Grades in the Bachelor of Science in
Health Sciences Program
Undergraduate students who receive an F or N grade in any
course must repeat that course, with the F or N grade being
replaced by the grade earned upon repeating the course.
In the event that a student is required to repeat a course
that is a prerequisite for an advanced course, the advanced
course may not be taken until the student successfully
passes the prerequisite course. Thus, the student’s progres-
sion in the program may be aected. Students who receive
a second D, F or N grade in the same academic year will
be dismissed from the program, regardless of cumulative
grade-point average.
Residency Requirement
Students must complete their final 36 credit hours of course
work in-residence at Rush University in order to graduate.
HSC-350 Medical Physiology 4
HSC-360 Human Anatomy/Lab 4
HSC-362 Clinical Immunology: 3
HSC-368 Genetics 3
HSC-371 Health Education 3
HSC-372 Medical Terminology 1
HSC-400 Independent Study 1-12
HSC 414 Patient Assessment 3
HSC-425 Health Care Informatics 2
HSC-435 Nutrition 3
HSC-445 Fundamentals of Neuroscience 3
HSC-455 Pathophysiology 3
HSC-458 Microbiology 3
HSC-459 Pharmacology 3
HSC-460 Management Principles 3
HSC-461 Leadership Theory & Practice 3
HSC-467 Issues and Trends in Health Care 3
HSC-480 Principles of Health & Wellness 3
HSC-483 Community Health 3
HSM-688 Topics in Health Systems Management 2
IS-305 Intro to Imaging Sciences 3
IS-307 Introduction to Patient Care 3
IS-310 Sectional Anatomy & Pathology 5
IS-318 Patient Assessment 3
IS-325 Pharmacology and Radiologic
Contrast Agents 3
IS-340 MRI Safety 3
IS-454 Health Care Ethics and Cultural
Competence 4
VAS-310 Patient Care 2
VAS-370 General Pathophysiology 3
VAS-390 Introduction to Research 2
Course Credits
Electives
Elective courses must be approved by the student’s aca-
demic adviser and the program director and correspond
with the student’s career goals. Individualized plans of
study are developed for each student based on their
future academic goals with their advisor.
Core Courses Required of All Students
HSC-354 Introduction to Health Professions 3
HSC-352 Professional Writing 3
HSC-448 Health Care Ethics 2
HSC-364 Health Care Systems and Policies 1
HSC-358 Global Health 3
HSC-488 Research Methods 3
Or
IS-463 Research & Statistical Methods 3
HSC-462 Practicum 9
HSC-464 Capstone 3
Course Credits
Health Sciences (BS): Curriculum
Upper Division Course Work
Rush University provides two years of upper-division
coursework to complete the requirements for the Bachelor of
Science in Health Sciences program. Upper-division course
work consists of core courses required of all students and
elective courses. Rush oers two organized concentrations
though students are not required to choose a specific con-
centration to complete this degree program:
• Medical sciences
• Leadership and community wellness
Students must complete a minimum of 60 credit hours of
upper-division coursework to include a minimum of 27 credit
hours in the required core and at least 33 credit hours of
courses approved by academic adviser.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Doctor of Philosophy
Health Sciences (PhD)
Educational Philosophy
We believe our students will become future stewards of
health sciences, worthy of being entrusted as guardians
of the vitality, quality and integrity of their field. Toward
that goal, we teach the highest levels of competence and
integrity in education, leadership and research, and provide
professional development and research mentoring by estab-
lished scholars across the continuum of health sciences.
The underlying educational philosophy of the program is
grounded in a triad of learner-centered thought: progressiv-
ism in which the learners’ experiences, needs and interests
are explored and fostered; reconstructionism in which the
learners see their growth applied to real-world problems; and
existentialism by which learners are challenged to own their
future and become leaders in the evolution of health care.
Mission
Our mission is to produce experienced health science
professionals with a broad-based, interdisciplinary educa-
tion who are prepared to lead, teach, practice clinically and
perform research at the highest levels of competency and
integrity.
Vision
To become the highest quality PhD in health sciences pro-
gram in the United States.
Curricular Design
We oer a rigorous curriculum that emphasizes funda-
mentals and advanced concepts in leadership, education,
research and professional development. We provide high
quality, asynchronous online courses in leadership, educa-
tion and research. The role of the curricular design is to
provide a logical progression to learner growth.
The guiding principal of the curricular design is three-fold
and presented in a continuum of foundations (theory), appli-
cation (real-world problem resolution) and vision (synthesis
and creative/critical forward thinking regarding the future
trajectory of health care). The curricular design first estab-
lishes a foundation of past and current thinking (epistemo-
logical framework) and theory associated with leadership,
education and research. The curriculum challenges learners
to address real-world applications through focused semi-
nar courses and learner-centered projects. The curriculum
progresses and challenges the learners’ axiological consider-
ations, encouraging the value of moving health care forward
through research, demonstration projects, dissertation
focus, ownership of learning and philosophical challenges to
the status quo.
The program director provides general academic sup-
port and oversees the professional development courses.
Transition to doctoral candidate occurs upon successfully
completing most core courses, passing a comprehensive
qualifying exam and passing a dissertation proposal pre-
sented to the dissertation committee.
Doctoral candidates conduct research and publish under
the guidance and supervision of a research mentor. The
dissertation committee consists of the research mentor,
the program director and at least three additional qualified
members. The dissertation committee ensures students are
well-prepared to identify and fill important gaps in knowl-
edge through the generation and dissemination of new
knowledge, and endorses the awarding of the PhD degree.
Program Overview
The Doctor of Philosophy in Health Sciences program was
launched by the College of Health Sciences in fall 2011. The
program is designed to prepare health science profession-
als to assume major leadership, research and educational
positions within their professions, as well as to foster career
advancement opportunities.
The program provides a broad-based, interdisciplinary
education that prepares graduates to teach, practice and
perform research across the continuum of health care. The
program prepares individuals for careers in research, educa-
tion and leadership within allied health and, more broadly,
within health care and higher education.
The program of study for the Doctor of Philosophy degree
involves formal courses in leadership, education and
research. It also involves mentored professional develop-
ment within a health science specialty field. The publication
of scholarly work in a peer-reviewed journal and the passing
of a comprehensive oral examination are also required. In
addition, students must complete and present a dissertation
proposal that meets the approval of their advisory com-
mittee prior to beginning a dissertation research project
that culminates in the writing and oral public defense of a
dissertation.
The PhD degree demonstrates the capability for indepen-
dent research and recognizes a unique contribution to
Medical Sciences Electives
HSC-350 Medical Physiology 4
HSC-360 Human Anatomy/Lab 4
HSC-362 Clinical Immunology 3
HSC-368 Genetics 3
HSC-372 Medical Terminology 1
HSC-414 Patient Assessment 3
HSC-445 Fundamentals of Neuroscience 3
HSC-454 Principles of Biochemistry 4
HSC-455 Pathophysiology 3
HSC-458 Microbiology 3
HSC-459 Pharmacology 3
IS-310 Sectional Anatomy & Pathology 5
VAS-310 Patient Care 2
Course Credits
Students who wish to choose the Medical Sciences track
should choose their 33 credits from the below courses:
Leadership and Community Wellness Electives
Students who wish to choose the Leadership and
Community Wellness should be sure to select all of the fol-
lowing courses as part of their 33 required elective credit:
HSC-371 Health Education 3
HSC-425 Health Care Informatics 2
HSC-435 Nutrition 3
HSC-460 Management Principles 3
HSC-461 Leadership Theory & Practice 3
HSC-467 Issues and Trends in Health Care 3
HSC-480 Principles and Health & Wellness 3
HSC-483 Community Health 3
IS-454 Health Care Ethics and Cultural 4
Competence
Course
Transfer of Credit
Students who desire to complete other elective courses,
either oered at Rush University or at another regionally
accredited college or university, may request to do so.
These electives may be incorporated into the student’s
program plan with the approval of the student’s academic
adviser.
scientific knowledge. The program may be taken on a part-
time basis, however, in all cases must be completed in seven
years or less.
The program consists of five major core areas: leadership (12
CR), education (9 CR), research (18 CR), professional devel-
opment (3 CR) and dissertation research (12 CR minimum).
The professional development courses are based on learning
contracts that provide opportunities for advanced mentored
learning and skill development in the allied health profession
matching the students’ interests. Student learning objec-
tives have been developed for each major core area and are
mapped to individual courses.
Students entering the program must have a master’s degree
in an area related to health sciences/health care adminis-
tration or substantial professional experiences in a health
sciences related field.
Program Objectives
1. Produce scholars who will generate new knowledge and
innovative applications through research
2. Produce scholars who will disseminate knowledge
through education and publications
3. Produce scholars who will shape the future of health sci-
ences through leadership and cooperation
4. Produce scholars who will uphold the highest ideals of
health sciences
Health Sciences (PhD):
Admission Requirements
Applicants must have completed a master’s degree or higher
degree - such as an MD, AuD or OTD - from a regionally
accredited college or university, provide oicial transcripts
from each college or university attended and hold appropri-
ate certification/licensure in their individual health pro-
fession by a major U.S. certification/licensing agency, as
applicable. Degrees obtained outside the United States must
be evaluated by Education Credentials Evaluators and must
be judged equivalent to at least a master’s degree by U.S.
standards.
Additional applicant requirements include the following:
• Possess a minimum overall cumulative grade-point aver-
age of 3.0 on a 4.0 scale.
• Provide three letters of recommendations from people
who are knowledgeable about the quality of the appli-
cant’s scholarly activities and/or work experiences.
Credits
220 221
2020-2021 2020-2021Rush University Catalog Rush University Catalog
• Prior health science experience is required for admis-
sion. Prior research experience will also be considered
favorably.
• If your native language is not English, submit Test of
English as a Foreign Language, or TOEFL, scores.
• Specific admission requirements may be waived by the
College of Health Sciences admissions oice. These will
be addressed on a case-by-case basis.
Admission is on a competitive basis. The basis for inviting an
applicant for an interview includes the applicant’s academic
performance represented by coursework grades, course
load, trends, degree of course diiculty and GRE or MCAT
scores. In addition, the review includes consideration of the
non-academic qualifications listed below in no particular
order of preference or weight:
• Professional work experience
• Positions of leadership held
• Public/community service or volunteer-related activities
• Volunteer activities in areas related to health care
• Communication skills, as demonstrated in the essay and
personal interview
• Reference letters or recommendations
• Research accomplishments
Once the College of Health Sciences admissions oice has
received all required documents, including the application
fee, the application is forwarded to the program admission
committee for review. If an applicant meets all the college
and program admission criteria and, following an interview,
the program admission committee agrees to admit the stu-
dent, the College of Health Sciences admissions oice writes
the acceptance notification to the applicant.
For more information, please contact the program director:
Douglas Kuperman, PhD, RRT
PhD in Health Sciences Program Director
(312) 942-8271
Admissions Applications
Application to the Rush University PhD in Health Sciences
program must be completed online.
Transfer of Credit
Credit for equivalent doctoral level courses may be trans-
ferred into the program using the petition to transfer credit
form obtained from the Registrar. Only courses with grades
of A or B are eligible. However, grades from courses trans-
ferred from another institution are not recorded on the
student’s academic record; the number of credits is recorded
and added to the cumulative number of credits. Students
must receive a minimum of 30 credit hours from Rush
University to be eligible for the degree.
Health Sciences (PhD): Technical
Standards
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values - I CARE (innovation, collaboration, account-
ability, respect and excellence) - translate into our work with
all students, including those with disabilities. Rush actively
collaborates with students to develop innovative ways to
ensure accessibility and creates a respectful, accountable
culture through our confidential and specialized disability
support. Rush is committed to excellence in accessibility; we
encourage students with disabilities to disclose and seek
accommodations.
The following technical functions are required of all students
enrolled in the PhD in Health Sciences program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers/procedures
• Use and interpret information generated from diagnostic
tools
Motor
• Possess psychomotor skills necessary to perform or
assist with day-to-day responsibilities commensurate
with the student’s discipline
• Practice in a safe manner and perform universal precau-
tions against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors, employ-
ees, other professionals and all members of the health
care team during practicum, internship and/or other
learning experiences
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize
data related to diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the PhD in
health sciences role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment,
management or treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and PhD in Health Sciences program Code of
Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine that require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs. Given the clinical
nature of our programs, time may be needed to create and
implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
Rush University
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Health Sciences (PhD): Curriculum
Student Learning Objectives
1. Demonstrate knowledge of foundational content and an
understanding of the historical and contemporary theo-
retical frameworks of leadership and education through
active discussion and written projects, including leader-
ship needs assessments, organizational culture evalua-
tions, and self-assessment of learner’s current leadership
and educational operational basis with the development
of individual action plans for improvement and growth
2. Apply the foundational knowledge to real-world settings,
as demonstrated by the successful completion of course
projects, group activities, advanced critical thinking
related to health science educational program and course
design, development, implementation, administration and
evaluation, critical discussions and publications
3. Synthesize program content into a creative and unique
forward-looking research project while applying current
research ethics, theory and practice to influence the
future of the health science professions
4. Integrate advanced skills and knowledge of composition,
oral presentation, leadership, education and research into
practice of the health science professions
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Leadership Core Courses Credits
HSC-631
Composition for Eective
3
Professional Writing
HSC-632 Leadership Theory 3
HSC-633 Leadership in Higher Education 3
HSC-634 Issues and Trends in Health Care 3
Education Core Courses Credits
HSC-641 Education Theory and Methods 3
HSC-642 Curriculum and Instruction 3
HSC-643 The Adult Learner 3
Research Core Courses Credits
HSC-652 The Research Process I 3
HSC-653 The Research Process II 3
HSC-654 Grantsmanship 3
HSC-655 Ethical Conduct in Research Settings 3
HSC-656 The Dissertation Proposal 3
HSC-651 Advanced Biostatistics 3
Professional Development Credits
HSC-661 Professional Development I 1
HSC-662 Professional Development II 1
HSC-663 Professional Development III 1
Independent Study Credits
HSC-900 Independent Study 1-12
This variable credit course is optional.
Dissertation Research Credits
HSC-699 Dissertation Research 3
This course will be repeated for a minimum of 12 credit hours.
Program Total: 54
HEALTH SYSTEMS MANAGEMENT
Master of Science
Health Systems Management (MS)
Philosophy
The Health Systems Management, or HSM, master’s pro-
gram, which started in 1979, educates students for highly
successful careers in the rapidly growing field of health care
management. We develop future leaders to transform health
care in a professional program founded in research and
evidence-based learning.
Students bring real-life experience to the classroom based
on our internship model. Faculty bring real-life experience
and teaching methods into the classroom based on our
practitioner-teacher model and real-life applications.
Our program facilitates long-term involvement in the health
care leadership profession as teachers, mentors and lifelong
learners in the field. Application, innovation, excellence and
leadership keep us on the cutting edge of experiential learn-
ing as we continue to evolve curriculum content based on
industry trends.
Mission
Our mission is to prepare individuals for roles of increasing
leadership in the field of health care management, with the
ultimate goal of transforming health care organizations to
deliver the highest-quality patient care and improve the lives
of patients, their families and the community. Our practitio-
ner-teacher model integrates lifelong learning, scholarship
and service to ensure our diverse students, faculty and
alumni are leaders in transforming health care.
Our curriculum is designed to provide the knowledge, skills,
abilities and values required to succeed in the field of health
care management. An emphasis on competency and profes-
sional skills development - and an orientation toward lifelong
learning - ensures new graduates are well-prepared for early
careerist positions and our alumni hold positions of increas-
ing responsibility during their careers.
Our practitioner-teacher model provides leadership devel-
opment opportunities for the faculty, ensuring they stay
abreast of the most recent conceptual frameworks and best
practices in the field. Their roles as practitioner-faculty pro-
vide them with opportunities to teach and mentor the next
generation of health care leaders.
Student Learning Objective 1 maps to HSC 631, HSC 632,
HSC 633, HSC 641 and HSC 643.
Student Learning Objective 2 maps to HSC 631, HSC 634,
HSC 641, HSC 642 and HSC 643
Student Learning Objective 3 maps to HSC 631, HSC 651,
HSC 652, HSC 653, HSC 654, HSC 655, HSC 656 and HSC
699.
Student Learning Objective 4 maps to HSC 631, HSC 661,
HSC 662 and HSC 663.
Prior to graduation, all students in the program will demon-
strate achievement of the competencies described above in
each of the core competency areas of education, research
and leadership. Students will also demonstrate achievement
of the required competencies by professional development
in their individual professional disciplines.
Vision
Our program will be recognized as one of the premier health
administration graduate programs in the nation. Our practi-
tioner-teacher model will be recognized as an ideal way to
educate and train health administration graduate students.
Through participation in the program’s practitioner-teacher
model, our faculty will be known for innovation and excel-
lence in health care management practice, education and
scholarship.
Values
Our program embraces the values of Rush University
Medical Center, Rush University and the College of Health
Sciences. These values include the following: innovation,
collaboration, accountability, respect, excellence, diversity,
inclusion and accommodation.
Health Systems Management (MS):
Admission Requirements
Applicants must have a bachelor’s degree from an accred-
ited college or university or anticipate completing that
degree prior to the start of the HSM degree program. The
two prerequisite courses, which consist of an undergraduate
course in accounting and an undergraduate course in statis-
tics, also must be completed prior to enrollment but you may
apply to the program while this is in progress. An under-
graduate course in microeconomics is highly recommended.
Pre-requisites are required for matriculation but candidates
may still apply to the program prior to completion.
Applicants fill out an online application, provide three let-
ters of recommendation and submit oicial copies of their
college/university transcripts from every college/university
previously attended. In addition, they submit scores from
either the -GRE graduate school entry exam or the Graduate
Management Aptitude Test, or GMAT. International students
also must submit a credentialing evaluation of their inter-
national education, as well as the results from the Test of
English as a Foreign Language, or TOEFL.
Qualified applicants are invited to Rush for an admissions
visit. The visit typically includes four faculty interviews,
lunch with a current student and a tour of Rush campus.
Health Systems Management:
Academic Policies
Enrollment
While the program is primarily designed for full-time study,
students can enroll in the program either on a full- or part-
time basis. Full-time students typically attend the program
for four terms over two academic years, with a summer
break. Part-time students typically take two to three courses
per term. The part-time program holds classes during tradi-
tional hours and does not oer evening or weekend classes
at this time.
The program must be completed within a five-year time limit
unless the student is granted a waiver by program oicials.
Academic Progress
All students in the Department of Health Systems
Management must achieve a grade-point average of 3.0 (A
= 4.0) each term to maintain satisfactory academic status.
A student is placed on academic probation when grades fall
below a term or cumulative GPA of 3.0 or when a student
receives a grade of F in any course. A student on academic
probation remains on probation until meeting the require-
ments established by the program for removal from aca-
demic probation.
Academic Advising
During orientation week, all students are assigned an aca-
demic adviser from among the core faculty. By the end of
the first term, students are also assigned a career adviser
from among Rush practitioner-teacher faculty.
Graduation Requirements
To be eligible to graduate, a student must successfully com-
plete all of the Department of Health Systems Management’s
academic requirements, which include earning a minimum of
58 term hours of credit and achieving a minimum cumulative
grade point average of 3.0.
In addition, full-time students must complete a minimum of
440 hours of work in a health care management internship.
Most students will complete this by working in a part-time
student job during the academic program and registering for
HSM-620 and 622. Part-time students complete a separate
internship course, HSM 624 and 626. Please see course
descriptions for more information.
Students need to have at least 16 documented contact hours
of professional or community service.
Health Systems Management
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Faculty Work and Service Activities
Members of the faculty of the Department of Health Systems
Management are actively involved in the operation of Rush
University Medical Center as hospital administrators and
health care planners, university administrators, financial
managers, clinicians, attorneys, researcher, and information
services managers. They serve as consultants to hospitals,
planning bodies and other organizations.
Faculty members hold leadership positions, participate in
seminars and engage in other professional activities spon-
sored by the American College of Healthcare Executives,
the American Hospital Association, the Chicago Health
Executives Forum, the Healthcare Financial Management
Association, the Association of University Programs in
Health Administration, the Commission on Accreditation
of Healthcare Management Education, the Healthcare
Information Management Systems Society and the Illinois
Hospital and Health Systems Association.
Career Services
Health Systems Management students receive ongoing
career mentoring, counseling and related services through-
out their academic career. During the first academic year,
full-time students are placed in part-time jobs through-
out Rush University Medical Center. Job sites include
Perioperative Services, Revenue Cycle Management, Human
Resources, Rush University Medical Group, Community
Health, Quality, Rush University Children’s Hospital, Patient
Relations, Emergency Management, Emergency Department,
Population Health and Aging, Population Health, Supply
Chain, Department of Surgery, Women’s Leadership Center,
College of Nursing Faculty Practice and Internal Medicine.
Please note, sites vary year to year. Incoming students will be
given an up to date list of internship sites as they begin the
program.
The jobs provide practical experience, reinforce the course-
work, produce a more dynamic classroom experience and
oer students a multifaceted perspective on the field of
health care management. The student’s manager also func-
tions as a preceptor for the work experience. More informa-
tion about internship onboarding will be given to students
during their orientation week and applies to full-time
students only.
Program faculty and sta help identify opportunities for
summer internships and part-time work during the second
academic year and counseling/assistance to secure post-
graduate fellowships or jobs.
While students receive individualized input regarding their
career goals, the program’s Professional Seminar course
provides systematic training, guidance and feedback in pro-
fessional skills development and career planning.
Rush Center for the Advancement
of Health Care Value
The vision of the Rush Center for the Advancement of
Health Care Value is to be recognized globally as an innova-
tor in conducting research that prepares leaders for the
future of health care.
Our center is housed within the Department of Health
Systems Management at Rush University.
Our center’s work is grounded in interdisciplinary research
and focuses on translating research into practice and uses
practice as a foundation for research. Our research is dif-
ferentiated by the following:
• Academically based center with close ties to the practice
community
• Strong focus on leadership development in health care
research and practice
• Pursuit of objective knowledge
• Experts in advanced analytic methods
• Proficiency in large multisource database analyses
Our research focuses on evaluating ways to improve the
value of care provided by health care organizations. This
work addresses important challenges that relate to the
following:
Organizational excellence and leadership
The organizational excellence and leadership program
focuses on improving health care value by understand-
ing the critical roles of leadership, governance, leadership
development and other high-performance work practices
in organizational outcomes, such as patient experience and
financial performance.
The patient experience
Rush University Medical Center has a long history of pro-
viding and researching best practices in patient care. The
Patient Experience Research Initiative, within the Health
Systems Management program, works to further develop
the understanding of the patient experience and promote
scholarship to provide empirically based knowledge on the
experience of patients.
Health care value, quality and safety
The health care value, quality and safety program focuses
on the following topics:
• Lean operations
• Throughput improvements
• Education in variation and standardization
• Just culture
• Informed decision-making and problem-solving
• Change management
• Sustainability strategies in health care organizations
Population health
Population health research focuses on identifying the
patterns of health determinants and their relationships
with health outcomes among populations. The design is
to implement evidence-based practice or interventions at
an individual or societal level to reduce health disparities
among vulnerable populations, such as racial and ethnic
minorities, the uninsured, low-income children and women,
and the elderly.
International health
The department’s international health care research
program focuses on improving value by strengthening
the evidence base for improving the value of health care
through global exchange. Our research includes macro- and
micro-level drivers of health care exports and international
medical travel.
Workforce of the future
Our research on the workforce of the future focuses on
improving health care value by strengthening the pipeline of
talented professionals into critical health care positions, with
a special emphasis on understanding and addressing the
challenges faced by early careerists from disadvantaged and
underrepresented groups.
Interprofessionalism
Interprofessionalism in health care delivery and health
care education is becoming increasingly recognized as a
cornerstone of improved service delivery. Research in this
area focuses on the dierential outcomes associated with a
coordinated, team-based approach to service delivery.
For more information about our center, contact Tricia
Johnson, PhD, associate chair of Research and Education,
professor and director, at (312) 942-7107 or tricia_j_john-
Health Systems Management:
Technical Standards
Rush University is committed to diversity and attracting and
educating students who will make the population of health
care professionals representative of the national population.
Our core values - ICARE (innovation, collaboration, account-
ability, respect and excellence) - translate into our work with
all students, including those with disabilities. Rush actively
collaborates with students to develop innovative ways to
ensure accessibility and creates a respectful, accountable
culture through our confidential and specialized disability
support. Rush is committed to excellence in accessibility; we
encourage students with disabilities to disclose and seek
accommodations.
The following technical functions are required of all students
enrolled in the Health Systems Management program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers/procedures.
• Use and interpret information generated from diagnostic
tools.
Motor
• Possess psychomotor skills necessary to perform or
assist with day-to-day responsibilities commensurate
with the student’s discipline
• Practice in a safe manner and perform universal precau-
tions against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors, employ-
ees other professionals and all members of the health
care team during practicum, internship and/or other
learning experiences
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Intellectual Ability
• Measure, calculate, reason, analyze and synthesize data
related to the diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the health
systems management role.
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment,
management or treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Health Systems Management Code of
Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may be
needed to create and implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
Rush University
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
First Year Credits
Fall Term
HSM-606 Health Care Organization & the Patient Experience 3
HSM-608 Human Resource Management 3
HSM-610 Professional Seminar 3
HSM-613 Health Care Accounting 2
HSM-614 Finance Fundamentals 3
HSM-620 HSM Internship 1
Spring Term
HSM-616 Health Informatics 3
HSM-622 HSM Internship 1
HSM-628 Health Care Economics & Payment Systems 3
HSM-632 Statistics for Health Care Management 2
HSM-636 Quality, Safety & Operational Improvement in Health Care 4
HSM-688 Topics in Health Systems Management 2
Second Year Credits
Fall Term
HSM-640 Health Care Planning & Marketing 2
HSM-644 Health Care Managerial Finance & Seminar 4
HSM-648 Health Law & Ethics for Health Care Managers 3
HSM-652 Health Policy 2
HSM-656 Master’s Project I 3
Spring Term
HSM-660 Master’s Project II 2
HSM-664 Organizational Analysis & Change Leadership and Lifelong Learning 4
HSM-668 Managerial Epidemiology 2
HSM-672 Capstone: Strategic Management of Health Care Organizations 2
HSM-688 Topics in Health Systems Management 2
Students take two sections of HSM-688 during the spring term of their second year.
Program Total: 58
Health Systems Management, Full-Time (MS)
Health Systems Management (MS):
Curriculum
The curriculum is designed to instruct students in the cur-
rent theory and practice of health services management,
including the study of organizational behavior, quantitative
and analytical techniques, planning, finance and human
resources management. The curriculum structure gives
students the opportunity to apply managerial principles in
real-world learning environments and design and conduct
applied health-services research projects.
The curriculum content focuses on the following core
content areas: professional development, operations and
information systems, human resources and organizational
design, health care business, finance, analytics and emerg-
ing content.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
First Year Credits
Fall Term
HSM-606 Health Care Organization & the Patient Experience 3
HSM-610 Professional Seminar 3
Spring Term
HSM-632 Statistics for Health Care Management 2
HSM-616 Health Informatics 3
HSM-688 Topics in Health Systems Management 2
Second Year Credits
Fall Term
HSM-608 Human Resources Management 3
HSM-613 Health Care Accounting 2
HSM-614 Finance Fundamentals 3
Spring Term
HSM-628 Health Care Economics & Payment Systems 3
HSM-636 Quality, Safety & Operational Improvement in Health Care 4
Third Year Credits
Fall Term
HSM-640 Health Care Planning & Marketing 2
HSM-644 Health Care Managerial Finance & Seminar 4
HSM-652 Health Policy 2
Spring Term
HSM-664 Organizational Analysis & Change Leadership & Lifelong Learning 4
HSM-668 Managerial Epidemiology 2
HSM-688 Topics in Health Systems Management 2
Fourth Year Credits
Fall Term
HSM-648 Health Law & Ethics for Health Care Managers 3
HSM-656 Master’s Project I 3
Spring Term
HSM-660 Master’s Project II 2
HSM-672 Capstone: Strategic Management of Health Care Organizations 2
HSM-688 Topics in Health Systems Management 2
Internship Requirement
All part-time students are required to register for two credits of part-time internship coursework. This can be taken
in either the second, third or fourth year of the part-time program and requires approval from an academic adviser.
HSM-624 HSM Part-Time Internship 1-3
HSM-626 HSM Part-Time Internship 1-3
Program Total: 58
Health Systems Management, Part-Time (MS)
MEDICAL IMAGING SCIENCES
Bachelor of Science
Imaging Sciences (BS)
About the Profession
Radiologic imaging science, also known as radiologic tech-
nology or medical radiography, is the allied health profes-
sion responsible for diagnostic and interventional medical
radiographic imaging. Under the supervision of physicians,
imaging sciences professionals provide medical imaging
services to patients.
Program Overview
The Rush University Bachelor of Science in Imaging Sciences
program oers an opportunity for registered radiologic tech-
nologists to advance their education by obtaining a bach-
elor’s degree and skills that are significant to their current
profession. This program oers the radiologic technologist
an opportunity for advancement in employment and pre-
pares advanced medical imaging technologists for profes-
sional leadership roles.
This program will provide graduates with the knowledge,
skills and professional competencies needed to perform
advanced-level imaging in computed tomography (CT),
magnetic resonance imaging (MRI), cardiac-interventional
(CI), vascular-interventional (VI) and other advanced imaging
modalities.
The Bachelor of Science in Imaging Sciences is a career lad-
der program to provide advanced training and education for
certified imaging technologists. In addition to the program
prerequisites, the program requires a minimum of 74 term
credit hours taken at the upper-division undergraduate level.
The professional phase of the program, which consists of
imaging sciences coursework and clinical fieldwork, is com-
pleted at Rush University and its ailiated clinical sites. The
program is dedicated to clinical and academic excellence
and includes more than 1,000 hours of in-hospital clinical
practice. As a leadership program in imaging sciences, the
program is designed to provide graduates with the opportu-
nity to gain the foundation needed to assume professional
leadership roles in clinical practice, clinical specialty areas,
education and management.
Students accepted into the professional phase normally
begin course work in the fall term of the first year of the
program, though students may begin taking classes at other
times during the year with permission of the program direc-
tor. Coursework in the professional phase may be taken on a
full-time (over 24 months) or part-time basis. Each student
will develop an individualized program to be approved by the
program director. As a part of the program, graduates will
complete the clinical training required to be eligible for post-
primary pathway to certification in CT, MRI, CI or VI oered
by the American Registry of Radiologic Technologists.
An entry-level MRI track is available to students who are not
licensed in radiography or nuclear medicine. Licensure or
eligibility for accreditation in the practice of medical radia-
tion technology by the Illinois Emergency Management
Agency is not required for successful completion of the MRI
track, as MRI is a non-ionizing imaging modality. The MRI
entry-level track is recognized as an MRI primary-pathway
educational program by the American Registry of Radiologic
Technologists.
Imaging Sciences (BS):
Admission Requirements
Requirements for admission to the professional phase of the
Imaging Sciences program include the following:
• Completion of 60 semesters or 90 quarter hours of college
or university credit at a regionally accredited college or
university.
• Minimum overall GPA of at least 2.5 out of 4.0 in all col-
lege/university coursework.
• Prerequisite courses include English composition, college
algebra, chemistry, human anatomy and physiology, phys-
ics, speech, humanities or social sciences, microbiology,
statistics and computer science. Note: Some prerequisites
may be taken concurrently while enrolled in the program.
Contact the program for more information. All general
education requirements must be met prior to the awarding
of the bachelor’s degree.
• Successful completion of program prerequisites with a
grade of at least C or higher from a regionally accredited
college or university.
• Associate degree in medical radiography or nuclear medi-
cine technology (not applicable if applying to the entry-
level MRI track) from a program accredited by the Joint
Review Committee on Education in Radiologic Technology
(or the Joint Review Committee on Educational Programs
in Nuclear Medicine Technology. Applicants who have suc-
cessfully completed an accredited hospital-based program
should contact the program director to determine if they
may be admitted on this basis.
• Licensure or eligibility for accreditation in the practice of
medical radiation technology by the Illinois Emergency
Management Agency (not applicable if applying to the
entry-level MRI track).
Medical Imaging Sciences
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
• Completed application to the program and submission of
oicial transcripts for all college coursework completed.
• Scheduled interview for selected applicants following
review of the application materials.
• Ability to perform the essential functions of the job.
• All applicants whose native language is not English must
present evidence of proficiency in English by satisfacto-
rily completing the Test of English as a Foreign Language
examination, or TOEFL. More information about this policy
is in the main College of Health Sciences section of this
catalog.
General Education Courses Semester Hours Quarter Hours
Communications (English, composition) 6 8
Speech (oral communication) 3 4
Mathematics (college algebra or higher) 3 4
Humanities, philosophy or ethics 6 8
Fine arts (may not include a performance class) 3 4
Social and behavioral sciences (must include at least one course in psychology) 9 12
Elective courses in communications, humanities, fine arts, philosophy, ethics, social
sciences, life sciences, physical sciences or computer science to total 60 semester 4 17
credit hours for the core general education requirements for the college.
Total 34 57
Science Education Courses Semester Hours Quarter Hours
Human anatomy and physiology (4 hours anatomy and 4 hours physiology) 8 10
Chemistry (with lab) 4 5
Physics (with lab) 4 5
Computer science (includes computer literacy) 3 4
Statistics 3 4
Medical terminology 2 3
Total 24 31
Prerequisite Courses
Imaging Sciences (BS): Technical
Standards
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values Blvd I CARE (innovation, collaboration,
accountability, respect and excellence) Blvd translate into
our work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure accessibility and creates a respectful,
accountable culture through our confidential and specialized
disability support. Rush is committed to excellence in acces-
sibility; we encourage students with disabilities to disclose
and seek accommodations.
The following technical functions are required of all students
enrolled in the Imaging Sciences program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies.
• Recognize and assess patient changes in mood, activity,
cognition, verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers.
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic imaging sciences care and perform or assist
with procedures and treatments
• Practice in a safe manner and appropriately provide imag-
ing sciences care and assessment in emergencies and life
support procedures and perform universal precautions
against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information including a medical history
and other information to adequately and eectively evalu-
ate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize
data related to diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the imaging
sciences role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment or
treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Imaging Sciences Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should contact
the Oice of Student Accessibility Services to confidentially
discuss their accommodations needs.
Given the clinical nature of our programs, time may be needed
to implement the accommodations. Accommodations are never
retroactive; therefore, timely requests are essential and encour-
aged. Contact the Oice of Student Accessibility Services to
learn more about accommodations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Imaging Sciences (BS):
Academic Policies
Good Academic Standing
High academic performance is expected in required courses. If
a student earns grades lower than C or their cumulative GPA
falls below a 2.5, the student may not be permitted to regis-
ter for subsequent courses and may be subject to dismissal
from the program. Students who withdraw or who have been
dismissed from the program must reapply and will be consid-
ered as a new applicant. Students requesting readmission must
submit a letter to Admissions.
Academic Probation
During the program, if a student’s performance is unsatisfac-
tory (GPA less than 2.5 or a letter grade of less than C), they
may not be permitted to register for subsequent classes. The
student will be subject to dismissal from the program. If the
student wishes to reenter the program, they must reapply and
will be considered on the same basis as any new applicant.
Students who voluntarily withdraw from the program, either
passing or failing, have no guarantee of reinstatement to the
program. Students requesting readmission to the program
should submit a letter to that eect to the Committee on
Progress and Promotion for Imaging Sciences.
Clinical Work
Students must maintain a cumulative GPA in the program of at
least 2.5 unless otherwise described in each course syllabus,
the minimum satisfactory grade for course credit is 75% (a
letter grade of C), and all stipulated segments of a course must
232 233
2020-2021 2020-2021Rush University Catalog Rush University Catalog
be passed by this standard. Students must demonstrate pro-
ficiency in all clinical skills presented to pass clinical courses.
For all clinical courses, the final exam must be passed at the
designated cut score and a grade of C or better must be
maintained to successfully complete each clinical practice to
continue in the program.
Grievance Policy - Student Appeals
Normal communication regarding course or program policy
should be first directed to the instructor assigned to the
course or clinical section involved. If the student is unable to
satisfy an inquiry or request at that level, the matter should
be referred to either the clinical director (in the case of
clinical practice) or the department chairperson (in the case
of academic coursework or policy). If the matter in ques-
tion cannot be resolved at that level, it should be directed
to the Committee on Progress and Promotions for Imaging
Sciences. This committee will either resolve the matter in
question to the student’s satisfaction or instruct the stu-
dent on available mechanisms for appeal as described in the
University Catalog and University Student Handbook.
Comprehensive Examination
At the end of the program, the student will complete an end-
of-program competency assessment examination, as well as
meet graduation and program completion requirements (see
Graduation Requirements). Students who do not success-
fully complete the examination will receive an Incomplete
for the third clinical rotation and will retake the examination
prior to the beginning of the next quarter. Those failing the
examination twice will be enrolled in a directed Independent
Study during the next term for remediation. Those failing the
examination on the third attempt will be subject to dismissal
from the program. Those students may reapply to the pro-
gram (see Procedures for Readmission).
Proctored Exams
The Imaging Sciences Program requires course exams to be
proctored and encourages the proctoring to conducted at
Rush University. For those students unable to come to Rush
University, an oicial proctoring site may be approved by the
program director. Any upfront proctoring charges are the
responsibility of the student and will be reimbursed at the
end of the semester term.
Procedures for Students Seeking
Accommodations
Rush University is committed to attracting and educating
students who will help to make the health care profes-
sion representative of the national population, including
individuals with disabilities. Part of Rush University’s mission
is to promote diversity among its student population and
to provide equal access to its facilities, programs, services
and learning opportunities. In keeping with this mission, the
University encourages students with disabilities to engage
the Oice of Student Accessibility Services as soon as they
begin their program.
Students should feel free to contact Marie Ferro-Lusk, direc-
tor of Student Accessibility Services for Rush University, to
engage in a confidential conversation about the process for
requesting reasonable accommodations in the classroom
and clinical settings. Accommodations are not provided
retroactively at the University. Additional information can be
found online at the Oice of Student Accessibility Services
webpage (www.rushu.rush.edu/oice-student-accessibility-
services) or by contacting the Oice of Student Accessibility
Services.
To respect student’s privacy and ensure a thoughtful interac-
tive discussion, students should not make accommodation
requests to individual faculty members, lecturers, or course
directors. Instead, please contact the Oice of Student
Accessibility Services:
Marie Ferro-Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
(312) 942-5237
Marie_S_Ferr[email protected]
Further information can be found at:
www.rushu.rush.edu/oice-student-accessibility-services
Residency Requirement
Students in the Bachelor of Science in Imaging Sciences
must complete their final 36 credit hours of course work in-
residence at Rush University in order to graduate.
Imaging Sciences (BS):
Graduation Requirements
Degree requirements that must be met include the following:
• Satisfactory completion of all general education course-
work as listed
• Completion of each required Imaging Sciences profes-
sional course with a grade of C or better
• Cumulative GPA of 2.5 or better
• Successfully complete a comprehensive end-of-program
competency assessment
First Year Credits
Fall Term
IS-310 Sectional Anatomy & Pathology 5
IS-314 Pathophysiology 4
IS-337 Computed Tomography Physics 3
IS-453 Computed Tomography Positioning 3
and Protocols
Spring Term
IS-318 Patient Assessment 3
IS-458 Leadership 3
IS-331 Education 3
IS-338 Advanced Radiation Biology 3
Summer Term
IS-447P Clinical Practicum I 6
IS-448 Clinical Seminar I 3
IS-325 Pharmacology and Radiologic
Contrast Agents 3
Second Year Credits
Fall Term
CHS-364 Health Care Systems & Policies 1
IS-463 Research & Statistical Methods 3
IS-457P Clinical Practicum II 6
IS-449 Clinical Seminar II 3
Spring Term
IS-468 Clinical Seminar III 3
IS-467P Clinical Practicum III 6
IS-454
Health Care Ethics & Cultural Competence
4
Program Total: 65
First Year Credits
Fall Term
IS-310 Sectional Anatomy & Pathology 5
IS-314 Pathophysiology 4
IS-328 Vascular Interventional Technology 6
Spring Term
IS-318 Patient Assessment 3
IS-331 Education 3
IS-338 Advanced Radiation Biology 3
IS-458 Leadership 3
Summer Term
IS-448 Clinical Seminar I 3
IS-325 Pharmacology and Radiologic
Contrast Agents 3
IS-447P Clinical Practicum I 6
Second Year Credits
Fall Term
CHS-364 Health Care Systems & Policies 1
IS-449 Clinical Seminar II 3
IS-457P Clinical Practicum II 6
IS-463 Research & Statistical Methods 3
Spring Term
IS-467P Clinical Practicum III 6
IS-468 Clinical Seminar III 3
IS-454
Health Care Ethics & Cultural Competence
4
Program Total: 65
Imaging Sciences (BS): Computed Tomography
(CT) Track
Imaging Sciences (BS): Vascular Interventional
Radiography (VIR) Track
Imaging Sciences (BS): Curriculum
NOTE: All professional, leadership and clinical courses require a
grade of C or better for the student to continue in the Imaging
Sciences degree program course sequence. Failure to complete an
Imaging Sciences professional course with a letter grade of C or bet-
ter will subject the student to review by the Committee on Progress
and Promotions and may result in the student being dismissed from
the program. Students readmitted to the program at times other than
the fall term of the second year will pick up the course sequence
as prescribed by the Committee on Progress and Promotions for
Imaging Sciences.
NOTE: All professional, leadership and clinical courses require a
grade of C or better for the student to continue in the Imaging
Sciences degree program course sequence. Failure to complete an
Imaging Sciences professional course with a letter grade of C or bet-
ter will subject the student to review by the Committee on Progress
and Promotions and may result in the student being dismissed from
the program. Students readmitted to the program at times other than
the fall term of the second year will pick up the course sequence
as prescribed by the Committee on Progress and Promotions for
Imaging Sciences.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
First Year Credits
Credit by ARRT Proficiency
IS-305 Introduction to Imaging Sciences 3
IS-307 Introduction to Patient Care 3
Fall Term
IS-310 Sectional Anatomy & Pathology 5
IS-463 Research & Statistical Methods 3
IS-314 Pathophysiology 4
Spring Term
IS-336 MRI Physics 5
IS-318 Patient Assessment 3
IS-444 MRI Positioning and Protocols 4
Summer Term
IS-447P Clinical Practicum I 6
IS-448 Clinical Seminar I 3
IS-325 Pharmacology and Radiologic 3
Contrast Agents
IS-340 MRI Safety 3
Second Year Credits
Fall Term
CHS-364 Health Care Systems & Policies 1
IS-458 Leadership 3
IS-457P Clinical Practicum II 6
IS-449 Clinical Seminar II 3
Spring Term
IS-454
Health Care Ethics & Cultural Competence
4
IS-331 Education 3
IS-468 Clinical Seminar III 3
IS-467P Clinical Practicum III 6
Program Total: 74
(6 credits through AART proficiency)
First Year Credits
Fall Term
IS-305 Introduction to Imaging Sciences 3
IS-307 Introduction to Patient Care 3
IS-310 Sectional Anatomy & Pathology 5
IS-314 Pathophysiology 4
Spring Term
IS-336 MRI Physics 5
IS-444 MRI Positioning and Protocols 4
IS-458 Leadership 3
IS-318 Patient Assessment 3
Summer Term
IS-325 Pharmacology and Radiologic 3
Contrast Agents
IS-340 MRI Safety 3
IS-447P Clinical Practicum I 6
IS-448 Clinical Seminar I 3
Second Year Credits
Fall Term
CHS-364 Health Care Systems & Policies 1
IS-457P Clinical Practicum II 6
IS-449 Clinical Seminar II 3
IS-463 Research & Statistical Methods 3
Spring Term
IS-467P Clinical Practicum III 6
IS-468 Clinical Seminar III 3
IS-454 Health Care Ethics & Cultural Competence 4
IS-331 Education 3
Program Total: 74
Imaging Sciences (BS): Magnetic Resonance
Imaging (MRI) Track (ARRT Students)
Imaging Sciences (BS): Entry-Level Magnetic
Resonance Imaging (MRI) Curriculum
NOTE: All professional, leadership and clinical courses require a grade
of C or better for the student to continue in the Imaging Sciences
degree program course sequence. Failure to complete an Imaging
Sciences professional course with a letter grade of C or better will
subject the student to review by the Committee on Progress and
Promotions and may result in the student being dismissed from the
program. Students readmitted to the program at times other than
the fall term of the second year will pick up the course sequence as
prescribed by the Committee on Progress and Promotions for Imaging
Sciences.
NOTE: All professional, leadership and clinical courses require a grade
of C or better for the student to continue in the Imaging Sciences
degree program course sequence. Failure to complete an Imaging
Sciences professional course with a letter grade of C or better will
subject the student to review by the Committee on Progress and
Promotions and may result in the student being dismissed from the pro
-
gram. Students readmitted to the program at times other than the fall
term of the second year will pick up the course sequence as prescribed
by the Committee on Progress and Promotions for Imaging Sciences.
The Bachelor of Science in Imaging Sciences’ Magnetic
Resonance Imaging (MRI) track was originally designed to
accommodate applicants licensed in radiography or nuclear
medicine. Since then, there has been increased interest
from unlicensed, highly qualified applicants. This entry level
MRI track adds three additional patient care courses to the
existing MRI curriculum. These courses will serve as bridge
courses to provide those students who are unlicensed in radi
-
ography or nuclear medicine the academic content needed to
be successful in the program.
Vascular Ultrasound and Technology
(BS)
Description of the Profession
The vascular sonographer plays a vital role in the diag-
nosis and treatment of patients with disorders of arteries
and veins. These include atherosclerosis that may result
in strokes or gangrene of the extremities, blood clots in
veins that may break o and travel to the lungs and pos-
sibly cause death, aneurysms that may burst and many
other pathologies of the circulatory system. A vascular
sonographer is responsible for taking the patient’s history,
performing the appropriate test using high-tech, noninvasive
equipment such as ultrasound, documenting and analyzing
the data and images, and preparing a preliminary report for
the physician to interpret. The sonographer has extensive,
direct interaction with patients, physicians, coworkers and
other hospital personnel. The work requires physical, intel-
lectual and communication skills.
Vascular Ultrasound and Technology
(BS): Overview
Program Description
Students in the Vascular Ultrasound and Technology pro-
gram are taught by vascular sonographers and physicians
who are experienced practitioner-teachers in the field. The
basic program is full-time and consists of 20 months (five
terms) of study.
The first two terms consist of classroom instruction, student
laboratory practice with models and observation of patient
examinations. Second-year students primarily perform
the vascular examinations learned during the first year on
patients under the direction of credentialed and experienced
vascular sonographers at two or more vascular laboratories
during the year. The clinical sites include university hospitals
in Chicago, as well as some community hospitals and out-of-
state sites.
During the second year, students also participate in senior
lectures and patient case presentations. Students earn
a Bachelor of Science degree and are eligible to take the
certification examination to become a registered vascular
technologist, or RVT, before graduation due to the program’s
status as an accredited ultrasound program through the
Commission on Accreditation of Allied Health Educational
Programs.
Program Accreditation
The program is accredited by the Commission on
Accreditation of Allied Health Educational Programs
(CAAHEP), through the Joint Review Committee on
Education in Diagnostic Medical Sonography (JRC-DMS).
CAAHEP information: 25400 U.S. Highway 19 N, Suite 158,
Clearwater, FL 33763, www.caahep. org or (727) 210-2350.
Vascular Ultrasound and Technology
(BS): Admission Requirements
• A minimum of 60 semester (90 quarter) hours earned at
an accredited college or university is required.
• The minimum cumulative GPA is 2.75 on a 4.0 scale.
• Eective Jan. 1, 2009, all entering students must com-
plete the core general education requirements below
with a minimum grade of C in order to be eligible for the
Bachelor in Science degree awarded by Rush University.
• Required courses must be completed within the last 10
years.
• Applicants who have taken their prerequisite course-
work at a university outside the United States must have
their coursework evaluated by the Education Credential
Evaluators.
• Three recommendations are required on the recom-
mendation forms provided in the application. These
recommendations should be from previous instructors
and employers (preferably from two instructors and one
employer).
Please email the College of Health Sciences admissions
oice at [email protected] if you have a question
about which particular courses from your college will cover
these prerequisites.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Requirements
Semester Quarter
Credit Hours Credit Hours
Two courses in communications
English composition is required. 6 9
The second course may be in composition, speech or other communication topic.
One course in mathematics
College algebra or higher-level math is required. Additional math courses 3 4
are highly recommended.
Two courses in life sciences
Human anatomy and physiology is required (two semesters are highly recommended.)
6 9
One course in physical sciences
General physics is required. Chemistry is highly recommended. Please be sure 3 4
to fulfill this requirement by taking a physics course that is for science majors.
One course in social sciences
3 4
(i.e., government, history, political science, psychology, sociology)
One course in humanities
(i.e. ethics, fine arts, literature, philosophy) Ethics is highly recommended. 3 4
Performance courses do not meet this requirement.
Elective courses
Courses in communications, computer science, ethics, fine arts, humanities,
36 56
life sciences, literature, philosophy, physical sciences or social sciences to
total 36 semester (56 quarter) hours.
Total 60 90
Requirements Semester Credits Hours/Quarter Credit Hours
Advanced Placement
Admitted students who have passed the American Registry
for Diagnostic Medical Sonography, or ARDMS, Sonography
Principles and Instrumentation, or SPI, exam or earned the
Registered Vascular Technologist, or RVT, credential may
request advanced placement status after acceptance in the
program. With proof of passing these credentialing exams, stu-
dents can qualify to receive credits according to the advanced
placement description on the Vascular Ultrasound program
webpage: www.rushu.rush.edu/vastech.
Vascular Ultrasound and Technology
(BS): Technical Standards
Rush University is committed to diversity and to attracting
and educating students who will make the population of health
care professionals representative of the national population.
Our core values - I CARE (innovation, collaboration, account-
ability, respect and excellence) - translate into our work with
all students, including those with disabilities. Rush actively
collaborates with students to develop innovative ways to
ensure accessibility and creates a respectful, accountable
culture through our confidential and specialized disability
support. Rush is committed to excellence in accessibility; we
encourage students with disabilities to disclose and seek
accommodations.
The following technical functions are required of all students
enrolled in the Vascular Ultrasound and Technology program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and computer
systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
• Recognize and assess patient changes in mood, activity,
cognition, verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic vascular ultrasound and technology care and
perform or assist with procedures and treatments
• Practice in a safe manner and appropriately provide
vascular ultrasound and technology care and assessment
in emergencies, and life support procedures and perform
universal precautions against contamination
Communication
• Communicate eectively and sensitively with patients and
families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical history
and other information to adequately and eectively evalu-
ate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize data
related to the diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the vascular
ultrasound and technology role
• Synthesize information, problem-solve and think critically
to judge the most appropriate theory, assessment or treat-
ment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with cli-
ents/patients, families, students, faculty, sta, preceptors
and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are neces-
sary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Vascular Ultrasound and Technology Code
of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may
be needed to implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Vascular Ultrasound and Technology
(BS): Academic Policies
Good Academic Standing
High academic performance is expected in required courses.
Students will be considered in good standing unless placed
on academic probation. An annual cumulative grade-point
average of at least 2.0 is required to be eligible to con-
tinue in the program. A grade of C or higher in the required
courses is necessary to be eligible to continue in the
program; a grade of D or F may result in dismissal from the
program.
The faculty reserves the right to request the withdrawal of
a student whose conduct, health or performance demon-
strates lack of fitness for continuance in a health profes-
sion. Any such student not voluntarily withdrawing will be
dismissed from the University.
Academic Probation
Academic probation is assigned to any student who receives
a term grade-point average below 2.0, or whose cumulative
GPA falls below 2.0. Students placed on probation have one
term to regain good standing. Failure to do so may result in
dismissal from the University.
Clinical Work
A student may not be paid as an employee during clinical
credit hours. Also, a student may not count any paid work as
an employee for clinical credit hours in the program.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
First Year Credit Hours
Fall Term
VAS-305 Vascular Anatomy, Physiology, and Pathophysiology 2
VAS-310 Patient Care 2
VAS-320 Ultrasound Physics and Physical Principles I 2
VAS-320L Physics and Instrumentation Lab 1
VAS-330 Venous Ultrasound Procedures 2
VAS-330L Venous Ultrasound Procedure Lab 1
VAS-340 Arterial Physiologic and Duplex Procedures 2
VAS-340L Arterial Physiologic Procedures Lab 1
IPE-502 Interprofessional Patient Centered Teams Non Credit
Spring Term
VAS-325 Ultrasound Physics and Physical Principles II 2
VAS-345L Advanced Duplex Ultrasound Procedures Lab 1
VAS-350 Cerebrovascular Procedures 2
VAS-350L Cerebrovascular Procedures Lab 1
VAS-360 Abdominal Vascular Procedures Class and Lab 2
VAS-370 General Pathophysiology 3
VAS-380 Professional Practices in Ultrasound 3
VAS-390 Introduction to Research 2
IPE-502 Interprofessional Patient Centered Teams Non Credit
Second Year Credit Hours
Summer Term
VAS-411 Clinical Skills in Vascular Ultrasound I 11
VAS-421 Professional Skills I 1
VAS-441 Senior Topics / Cases I 1
Fall Term
VAS-412 Clinical Skills Vascular Ultrasound II 7
VAS-422 Professional Skills II 1
VAS-451 Cumulative Clinical Skills in Vascular Ultrasound I 4
VAS-442 Senior Topics / Cases II 1
Spring Term
VAS-413 Clinical Skills-Vascular Ultrasound III 8
VAS-423 Professional Skills III 1
VAS-452 Cumulative Clinical Skills in Vascular Ultrasound II 4
VAS-443 Senior Topics III/Comprehensive Review Comprehensive Review 1
Program Total 69
Vascular Ultrasound and Technology (BS): Curriculum
1 credit hour compared to contact hours 1 class credit hour = 1 hour/week = 50 minutes
1 lab credit hour = 2 hours/week = 100 minutes 1 clinical credit hour = 40 hours/week
Blood-Borne Pathogen and Communicable
Disease Policy
If a student is exposed to a blood-borne pathogen or com-
municable disease, he or she should report to the emer-
gency room for care.
Residency Requirement
Students in the Bachelor of Science in Vascular Ultrasound
and Technology must complete their final 36 credit hours
of course work in-residence at Rush University in order to
graduate.
MEDICAL LABORATORY SCIENCE
Medical Laboratory Science
The Department of Medical Laboratory Science currently
oers two degree programs: the Master of Science, Medical
Laboratory Science program and the Clinical Laboratory
Management program. In addition, a Specialist in Blood Bank
Technology certificate program is oered online.
Philosophy
Our philosophy is that medicine requires today’s medical
laboratory scientist to be a highly qualified professional
who is willing and able to expand and extend their theo-
retical knowledge and technical skills. The faculty of the
Department of Medical Laboratory Science will provide
students with the tools and resources necessary to attain
the knowledge, skills and attitudes expected of labora-
tory professionals who work in a dynamic interprofessional
environment. The medical laboratory scientist must maintain
compassion and empathy and accept the patient’s welfare
as the highest priority.
Certificate
Specialist in Blood Bank Technology
(CP)
Program Overview
The online Specialist in Blood Bank, or SBB, Technology
certificate program is intended to meet the needs of expe-
rienced medical laboratory scientists seeking advanced
knowledge of immunohematology and its related disciplines.
The SBB program is designed to prepare students for the
SBB certification examination oered by the American
Society for Clinical Pathology Board of Certification.
Mission Statement
Our mission is to prepare outstanding Specialist in Blood
Bank Technology laboratory professionals who will have
a spirit of inquiry, a commitment to lifelong learning and
service, and who are dedicated to advance the quality and
availability of safe blood donations and transfusions.
Vision Statement
The Specialist in Blood Bank Technology certificate program
will provide a high-quality, distance-learning program for
blood banking and transfusion medicine laboratory profes-
sions that is recognized among the best in the United States.
Student Learning Outcomes
At the completion of the Specialist in Blood Bank
Technology program, the learner will be able to:
• Develop and evaluate blood bank and transfusion service
protocols and procedures, including molecular testing
and advanced technologies
• Incorporate current regulations and standards set by
various agencies for blood banks and transfusion services
into the daily operation of a clinical laboratory
• Identify and apply the most current theoretical principles
and serological methods to the practice, supervision and
management of blood bank and transfusion services
• Identify and resolve blood bank and transfusion ques-
tions, problems and clinical case studies through the
application of theoretical principles and serological
methods
• Engage in scientific investigations, questions and prob-
lems through applied research and appropriate use of
resources, such as literature review and internet searches
• Apply basic finance and accounting principles to prepare
and analyze budgets and cost justifications
• Develop technical and supervisory competencies in
immunohematology, blood component manufacturing and
transfusion medicine
• Function as managers, educators, researchers or techni-
cal consultants and work as part of the health care team
in providing care to patients
Program Accreditation
The Rush University SBB certificate program is accred-
ited by the Commission on Accreditation of Allied Health
Education Programs, or CAAHEP, upon the recommendation
of the AABB Committee on Accreditation of Specialist in
Blood Bank Technology Schools.
Commission on Accreditation of Allied Health Education
Programs
25400 U.S. Highway 19 N, Suite 158
Clearwater, FL 33763
(727) 210-2350
Admissions Requirements
• A baccalaureate degree from a regionally accredited U.S.
college or university in medical laboratory, biological or
related science (The program will accept a BS/BA degree
from a foreign institution for admission into the SBB pro-
gram, with the following stipulations:
Medical Laboratory Science
240 241
2020-2021 2020-2021Rush University Catalog Rush University Catalog
– The foreign transcript must be evaluated by Education
Credentials Evaluators and the evaluation must result
in a determination that the student has earned a BS/BA
that is equivalent to a U.S. BS/BA
– The applicant must satisfy the CHS policy for the Test of
English as a Foreign Language, or TOEFL, exam
– A minimum GPA of 3.0 (on a scale of 4.0)
• A minimum GPA of 3.0 (on a scale of 4.0)
• Documentation of MLS (ASCP), MT(ASCP) or CLS (NCA)
certification
• Two years of working experience in an accredited blood
bank laboratory
• For non-native English speakers: TOEFL scores to satisfy
the College of Health Sciences’ policy on the TOEFL
• Evaluation by the Educational Credential Evaluators of
coursework completed at a non-U.S. college or university
• Oicial transcripts from each college or university attended
• Three reference letters
• A phone interview
Graduation Requirements
• Completion of all required coursework with a grade-point
average of 2.75 or better
• Completion of all University requirements for graduation
Specialist in Blood Bank Technology
(CP): Technical Standards
Rush University is committed to diversity and to attracting
and educating students who will make the population of health
care professionals representative of the national population.
Our core values - I CARE (innovation, collaboration, account-
ability, respect and excellence) - translate into our work with
all students, including those with disabilities. Rush actively
collaborates with students to develop innovative ways to
ensure accessibility and creates a respectful, accountable
culture through our confidential and specialized disability
support. Rush is committed to excellence in accessibility; we
encourage students with disabilities to disclose and seek
accommodations.
The following technical functions are required of all students
enrolled in the Specialist in Blood Bank Technology program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses such as lecture, group, and physical
demonstrations.
• Acquire information from written documents and com-
puter systems (e.g., literature searches & data retrieval).
• Identify information presented in accessible images from
paper, slides, videos with audio description, and credible
websites.
Use and Interpret:
• Use and interpret information from assessment tech-
niques/maneuvers/procedures. Use and interpret informa-
tion generated from diagnostic tools.
Motor:
• Possess psychomotor skills necessary to perform or
assist with day-to-day responsibilities commensurate
with the student’s discipline.
• Practice in a safe manner and perform universal precau-
tions against contamination.
Communication:
• Communicate eectively and sensitively with patients
and families.
• Communicate eectively with faculty, preceptors,
employees, other professionals and all members of the
healthcare team during practicum, internship and/or other
learning experiences.
Intellectual ability:
• Measure, calculate reason, analyze, and synthesize
data related to diagnosis and treatment of patients and
populations.
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the role of a
Specialist in Blood Bank Technology.
• Synthesize information, problem solve, and think criti-
cally to judge the most appropriate theory, assessment,
management or treatment strategy.
Behavioral:
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances.
• Exercise skills of diplomacy to advocate for patients in
need.
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings.
Character:
• Demonstrate concern for others. Integrity, accountability,
interest, and motivation are necessary personal qualities.
• Demonstrate intent and desire to follow the Rush
University and Specialist in Blood Bank Technology pro-
gram Code of Ethics.
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may be
needed to implement the accommodations. Accommodations
are never retroactive; therefore, timely requests are essential
and encouraged. Contact the Oice of Student Accessibility
Services to learn more about accommodations at Rush
University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Specialist in Blood Bank Technology
(CP): Curriculum
The SBB curriculum is a one-year program consisting of six
courses. Students may complete the program in three terms,
including a summer term. A part-time option is available.
The SBB curriculum consists of both online lecture/discus-
sion and clinical experience components. Clinical experi-
ences may be arranged at blood centers and hospitals near
the student’s home. In some cases, the student’s place of
employment may qualify. Students with prior clinical experi-
ence may be eligible to earn credit by proficiency based on a
standardized departmental evaluation.
Fall Term Credit Hours
SBB-560 Human Blood Group Systems and Principles & Methods of Antibody Identification 4
SBB-561 Clinical Immunohematology & Transfusion 3
Spring Term
SBB-562 Blood Procurement and Blood Product Manufacturing 2
SBB-563 Blood Bank/Transfusion Service Operation 3
Summer Term
SBB-564 SBB Project & Clinical Practicum 3
SBB-565 Blood Bank Comprehensive Review 2
Program Total: 17
Master of Science
Clinical Laboratory Management (MS)
Mission Statement
Our mission is to prepare highly qualified graduates equipped
to perform as clinical laboratory managers in a collabora-
tive, diverse and rapidly changing health care environment.
Students will be active participants in learning and devel-
oping into a competent, eective and ethical manager. We
prepare graduates who have a spirit of inquiry, a commitment
to lifelong learning and service, and are dedicated to advance
the quality and availability of health care.
Vision Statement
Our vision is to provide the highest quality clinical labora-
tory management graduate program that is recognized as
the national leader for outstanding preparation of managers
entering the clinical laboratories.
Clinical Laboratory Management (MS):
Program Overview
The online Master of Science degree program in Clinical
Laboratory Management, or CLM, is designed for the
practicing medical laboratory scientist who desires formal
but flexibly delivered graduate education in management.
The CLM program emphasizes the following: management
principles and quality management, organizational structure
and management functions, managerial decision-making
and process improvement, human resource management,
financial management, compliance and regulatory issues,
health care informatics and legal issues in health care. This
program provides a practical approach to managing the day-
to-day aspects of the clinical laboratory.
Clinical laboratory managers are employable as supervi-
sory personnel in a hospital, reference laboratory, clinical
pathology, physician’s oice laboratory, industry, public
242 243
2020-2021 2020-2021Rush University Catalog Rush University Catalog
health laboratory, clinical diagnostic company, educational
institution or government agency. Students who success-
fully complete the CLM program and possess two years of
full-time acceptable experience in clinical laboratory supervi-
sion or management within the last 10 years may apply for
the Diplomate in Laboratory Management from the American
Society for Clinical Pathology Board of Certification. Students
can attend on a part-time or full-time basis.
Student Learning Outcomes
At the completion of the Clinical Laboratory Management
program, the learner will be able to:
• Compare traditional and non-traditional organizational
structures and construct an organizational chart
• Create five steps that managers should take to make
the best decisions and utilize the tools that are used in a
decision-making process
• Summarize the various aspects involved in the manage-
ment of human resources, such as employee benefits,
recruitment, termination and compensation, along with the
laws and regulations that aect them
• Construct a performance evaluation mechanism that
incorporates the basic components of a job description
• Perform a cost/benefit analysis and justify the implemen-
tation of a new laboratory test, automation and/or informa-
tion system
• Compare and contrast the dierent forms of reimburse-
ment that are currently used to pay for costs associated
with health care with regards to their impact on the clinical
laboratory
• Reflect on current management skills, identify areas that
need improvement and utilize course resources to become
a more eective manager
• Demonstrate eective leadership and eective communi-
cation in the clinical laboratory
• Identify issues and trends in clinical laboratory manage-
ment such that change can be anticipated and accommo-
dated through appropriate planning
• Conduct a research project with faculty/mentor guidance
to include applying principles of research design, evalua-
tion of published research studies, accurate interpretation
of data and dissemination of results
Technical Standards
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values — I CARE (innovation, collaboration,
accountability, respect and excellence) — translate into
our work with all students, including those with disabilities.
Rush actively collaborates with students to develop innova-
tive ways to ensure accessibility and creates a respectful,
accountable culture through our confidential and specialized
disability support. Rush is committed to excellence in acces-
sibility; we encourage students with disabilities to disclose
and seek accommodations.
The following technical functions are required of all students
enrolled in the Clinical Laboratory Management program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description, and
transparencies
• Recognize and assess patient changes in mood, activity,
cognition, verbal, and non-verbal communication.
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic clinical laboratory management care and per-
form or assist with procedures and treatments
• Practice in a safe manner and appropriately provide
clinical laboratory management care and assessment in
emergencies and life support procedures, and perform
universal precautions against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical history
and other information to adequately and eectively evalu-
ate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize data
related to the diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the clinical
laboratory management role
• Synthesize information, problem-solve and think critically
to judge the most appropriate theory, assessment, or
treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Clinical Laboratory Management Code of
Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may
be needed to implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Clinical Laboratory Management (MS):
Admission Requirements
• A baccalaureate degree from a regionally accredited U.S.
college or university in medical laboratory, biological or
related science. The program will accept a BS/BA degree
from a foreign institution for admission into the CLM MS
and CLMB MS programs with the following stipulations:
– The foreign transcript must be evaluated by Education
Credentials Evaluators and the evaluation must result
in a determination that the student has earned a BS/
BA that is equivalent to a U.S. BS/BA.
– The applicant must satisfy the CHS policy for the Test
of English as a Foreign Language, or TOEFL, exam
• A minimum GPA of 3.0 (on a scale of 4.0)
• Documentation of MLS (ASCP), MT (ASCP) or compa-
rable certification
• Two years of working experience in an accredited labo-
ratory (specifically blood bank if completing the SBB
program)
• For non-native English speakers, Test of English as a
Foreign Language, or TOEFL, scores to satisfy the College
of Health Sciences’ policy on the TOEFL
• Evaluation by the Educational Credential Evaluators of
coursework completed at a non-U.S. college or university
• Oicial transcripts from each college or university
attended
• Three reference letters
• A phone interview
Clinical Laboratory Management (MS):
Academic Policies
Academic Progression
High academic performance in required courses is expected.
Students will be considered in good standing at Rush
University unless placed on academic probation.
A cumulative grade-point average of at least 3.0 is required
in the CLM program. Cumulative grade-point averages will
be reviewed after each term. The faculty reserves the right
to request the withdrawal of a student whose conduct,
health or performance demonstrates lack of fitness for con-
tinuance in a health profession. Any such student not volun-
tarily withdrawing will be dismissed from the University.
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Academic Probation
Academic probation is assigned to any student who receives
a term grade-point average below 3.0 or whose cumulative
grade-point average falls below 3.0. Students placed on pro-
bation have two terms to regain the status of good standing
as follows:
• In the term after being placed on probation, the student
must attain a term grade-point average of at least 3.0.
• Two terms after being placed on probation, the student
must have a cumulative grade-point average above 3.0.
• Failure to make the minimum term grade-point average
one term after probation, or the minimum cumulative
grade-point average two terms after probation, will result
in dismissal from the University.
• Note that the receipt of financial aid may also be
impacted when the grade-point average falls below 3.0.
C, D, F or N Grades
Students may not receive more than two grades of C or
lower in the program. Students who receive a third grade
of C or lower will be dismissed from the program. Students
who receive a D, F or N grade in any course must repeat that
course.
If a student is required to repeat a course that is a prerequi-
site for an advanced course, the advanced course may not
be taken until the student successfully passes the prerequi-
site course. Thus, the student’s progression in the program
may be aected. Students who receive a second D or F
grade will be dismissed from the program.
Clinical Laboratory Management (MS): Curriculum
First Year Credit Hours
Fall Term
CLM-500 Principles of Laboratory Management 3
CLM-501 Evidence Based Research and Applied Statistics 3
CLM-502 Quality Systems & Regulatory Issues 3
Spring Term
CLM-503 Method Comparison & Process Validation 3
CLM-504 Scientific & Technical Writing 3
CLM-505 Health Care Finance 3
Summer Term
CLM-506 Management Project I 2
CLM-507 Issues & Practices in Human Resource Management 3
CLM-508 Health Care Informatics 3
Second Year Credit Hours
Fall Term
CLM-513 Legal Issues in Health Care 3
CHS-605 Introduction to Ethics in Health Care 2
Spring Term
CHS-620 Health Care in America 2
CLM-509 Management Project II 2
CLM-510 Management Experience 4
Program Total: 39
Clinical Laboratory Management (MS) With Specialist in Blood Bank Certificate:
Curriculum
First Year Credit Hours
Fall Term
SBB-560 Human Blood Group Systems and Principles & Methods of Antibody Identification 4
SBB-561 Clinical Immunohematology & Transfusion 3
Spring Term
SBB-562 Blood Procurement and Blood Product Manufacturing 2
SBB-563 Blood Bank/Transfusion Service Operation 3
Summer Term
SBB-564 SBB Project & Clinical Practicum 3
SBB-565 Blood Bank Comprehensive Review 2
Second Year Credit Hours
Fall Term
CLM-500 Principles of Laboratory Management 3
CLM-501 Evidence Based Research and Applied Statistics 3
CLM-502 Quality Systems & Regulatory Issues 3
Spring Term
CLM-503 Method Comparison & Process Validation 3
CLM-504 Scientific & Technical Writing 3
CLM-505 Health Care Finance 3
Summer Term
CLM-507 Issues & Practices in Human Resource Management 3
CLM-508 Health Care Informatics 3
CLM-511 SBB Management Research Project 4
Program Total: 45
Students who are interested in completing the Specialist in
Blood Bank Technology (SBB) certificate program along with
the Master of Science in Clinical Laboratory Management,
(CLM), will start by taking courses in the SBB certificate pro-
gram followed by CLM courses.
Graduates of a CAAHEP-accredited SBB program other than
the Rush program, must have their transcript evaluated to
determine the transferability of the SBB courses and assign-
ment of credit. Such students may need to take additional
credit to be awarded the Master of Science in CLM.
NOTE: For students completing an SBB from another program, an SBB Course Equivalency Evaluation is required. Professional
credits may be granted after completion of this evaluation for students graduating from an AABB/CAAHEP-accredited SBB
program outside of Rush University.
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Medical Laboratory Science (MS)
Program Overview
Medical laboratory scientists are a vital part of the health
care team; they perform laboratory tests to analyze body flu-
ids, which aids in the diagnosis, treatment, and monitoring of
disease. Seventy percent of healthcare decisions are made
based on the results from medical laboratory tests.
The Medical Laboratory Science (MS) degree program
combines basic and advanced theoretical knowledge with
clinical practice. The curriculum fosters problem-solving
and diagnostic abilities. First-year students will learn basic
theories and skills in the following areas:
• Clinical chemistry
• Clinical immunology
• Clinical microbiology
• Hematology
• Immunohematology
• Molecular diagnostics
Second-year students complete a clinical practicum at a
laboratory within Rush University Medical Center or one of
the following ailiated hospitals:
• Ann & Robert H. Lurie Children’s Hospital of Chicago
• Northwestern Memorial Hospital
• The University of Chicago Medicine
• University of Illinois Hospital & Health Sciences System
Mission
Our mission is to prepare highly qualified graduates
equipped to perform as laboratory professionals in a col-
laborative, diverse and rapidly changing health care envi-
ronment. Students will be active participants in learning
and developing into a competent, ethical professional. We
prepare graduates who have a spirit of inquiry, a commit-
ment to lifelong learning and service, and who are dedicated
to advance the quality and availability of health care.
Vision
Our vision is to provide the highest quality Medical
Laboratory Science programs and curricula that are recog-
nized for excellence in preparation of diverse students who
will be leaders in the laboratory profession.
Student Learning Outcomes
Upon completion of the program, students will be able to
conduct the following:
• Demonstrate entry-level competence in medical labora-
tory science
– Perform venipuncture with 80 percent success
– Identify tubes along with the correct order of draw
for blood collection and label tubes with 100 percent
accuracy
– Perform, with a high level of competence, analytical
tests on body fluids, cells and blood products
– Identify possible sources of error in in pre-analytical,
analytical and post-analytical stages of laboratory
testing
– Predict the eect of error in pre-analytical, analytical
and post-analytical stages of laboratory testing
– Prepare a written laboratory report with accurate labo-
ratory test results
• Practice principles of quality control related to laboratory
practice
– Identify appropriate quality control for dierent labora-
tory tests
– Evaluate quality control data and follow a corrective
action protocol if necessary
• Apply all safety and governmental regulations and
standards
– Follows established safety practices
• Demonstrate problem-solving and critical thinking skills
– Formulate a reasonable dierential diagnosis from
information contained in a patient case description.
– Evaluate laboratory test results in order to determine
their relevance to a case and determine if and what
additional tests need to be ordered.
• Demonstrate professional and eective oral and written
communication skills.
– Demonstrate eective oral communication skills in
a thorough and creative presentation of a research
article that engages the audience and relates the study
to current clinical practice.
– Deliver a clear and well-organized oral defense of the
research project.
– Compose a written manuscript for the research project
that conforms to departmental specifications
• Behave in an ethical, culturally-sensitive, and professional
manner in a diverse environment.
– Display courteous and respectful behavior of others
– Participate as a productive and positive member of a
team.
• Describe and practice instructional techniques and
terminology
– Develop and present a lecture to include learning
objectives and evaluation.
• Conduct a research project with faculty/mentor guidance
– Assume a leadership role in conducting research in
medical laboratory science
• Create a professional plan which supports ongoing pro-
fessional career development
– Construct a portfolio including evidence of profes-
sional service and continuing education.
– Join a professional society as a student member
The Medical Laboratory Science professional program
consists of two parts: didactic (classroom learning) and
clinical (practice in the medical laboratory). After program
completion, graduates should take a national certification
examination.
All students entering one of the Medical Laboratory Science
degree programs are required to have a criminal background
check before matriculating. The student’s ability to begin the
clinical portion of the program and to complete certification
and licensure requirements for entry into the profession may
depend on documentation of such things as drug screening
and a background check for a history of criminal oenses. A
drug screen is required before entering the clinical practica.
Students are prohibited from using academic or professional
credentials until the satisfactory completion of a degree and
appropriate credentials are awarded.
Medical Laboratory Science (MS):
Technical Standards
Rush University is committed to diversity and to attract-
ing and educating students who will make the population
of health care professionals representative of the national
population.
Our core values - I CARE (innovation, collaboration, account-
ability, respect and excellence) - translate into our work with
all students, including those with disabilities. Rush actively
collaborates with students to develop innovative ways to
ensure accessibility and creates a respectful, accountable
culture through our confidential and specialized disability
support. Rush is committed to excellence in accessibility; we
encourage students with disabilities to disclose and seek
accommodations.
The following technical functions are required of all students
enrolled in the Medical Laboratory Science program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and com-
puter systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
Use and Interpret
• Use and interpret information from assessment
techniques/maneuvers/procedures
• Use and interpret information generated from diagnostic
tools
Motor
• Possess psychomotor skills necessary to perform or
assist with day-to-day responsibilities commensurate
with the student’s discipline
• Practice in a safe manner and perform universal precau-
tions against contamination
Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors, employ-
ees, other professionals and all members of the health
care team during practicum, internship and/or other
learning experiences
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize data
related to the diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities
in a timely and accurate manner according to the medical
laboratory science role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment,
management or treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Medical Laboratory Science Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require reasonable
accommodation to fully engage in the program, should con-
tact the Oice of Student Accessibility Services to confiden-
tially discuss their accommodations needs.
Given the clinical nature of our programs, time may be
needed to create and implement the accommodations.
Accommodations are never retroactive; therefore, timely
requests are essential and encouraged. Contact the Oice of
Student Accessibility Services to learn more about accom-
modations at Rush University:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
600 S. Paulina St., Suite 901
Chicago, IL 60612
(312) 942-5237
Marie_Lusk@rush.edu
Accreditation
The Master of Science program in Medical Laboratory
Science is accredited by the National Accrediting Agency for
Clinical Laboratory Sciences, or NAACLS:
NAACLS
5600 N. River Road, Suite 720
Rosemont, IL 60018
(847) 939-3597 or (773) 714-8880
www.naacls.org
State Licensure Requirements
Some states require medical laboratory scientists to be
licensed in the state in order to work in the medical labora-
tory in that state. Illinois does not license medical labora-
tory scientists. The Medical Laboratory Science program
at Rush University satisfies requirements for certification
by the American Society for Clinical Pathology Board of
Certification and complies with the standards of accredita-
tion established by the National Accrediting Agency for
Clinical Laboratory Sciences, but may not satisfy the licens-
ing requirements for some states. In particular, our program
may not satisfy the requirement for clinical training set by
the state of California.
Students who intend on moving to a state that has licensure
after completion of the program are encouraged to check
with the requirements for state licensure before starting the
program to make sure the Rush University curriculum will
satisfy the requirements for licensure in that state.
Medical Laboratory Science (MS):
Admission Requirements
Applicants must complete the pre-professional requirements
prior to enrollment at Rush University. An overall GPA of 3.0
on a 4.0 scale is required. Three letters of recommendation
must be submitted with the admission application. Students
are accepted at the beginning of the fall term.
In addition to fulfillment of academic requirements, a per-
sonal interview conducted by members of the Admission
Committee is required for admission. Interviews are behav-
iorally oriented and take about two hours. Questions focus
on commitment, problem-solving ability, team interaction
and initiative. Applicants are asked for life experience
situations in which these behavioral characteristics are
demonstrated. At the time of the interview, each applicant
will be asked to write a short essay. Essays are evaluated
for grammar, spelling, content and overall quality of written
communication.
Applications are ranked on the basis of grades in prereq-
uisite courses, references, interview results and the writ-
ten essay. The following prerequisites are required for
admission:
• A Bachelor of Science degree from an accredited United
States college or university documented with oicial
transcripts from each college or university attended. The
program will accept a BS/BA degree from a foreign insti-
tution for admission with the following stipulations:
– The foreign transcript must be evaluated by the
Education Credentials Evaluators, and the evaluation
must result in a determination that the student has
earned a BS/BA that is equivalent to a U.S. BS/BA.
– The applicant must satisfy the College of Health
Sciences’ policy for the TOEFL exam.
• The following courses are required: 21 quarter/14 semes-
ter hours of chemistry (organic, quantitative analysis
and biochemistry recommended); 18 quarter/12 semes-
ter hours of biology (anatomy and physiology, micro-
biology and genetics recommended); and 4 quarter/3
semester hours of mathematics (algebra and statistics
recommended).
• An overall GPA of 3.0 on a 4.0 scale.
• Personal interview.
• Three letters of recommendation.
• TOEFL/TSE if English is not the applicant’s first language.
Students who have not completed all requirements for
entry into the Master of Science program may petition the
Department of Medical Laboratory Science for consideration
for admission. Such requests are handled on a case-by-case
basis.
Hepatitis B Virus Vaccination
Before students are allowed to begin the program, they must
have on file documentation that they have either begun or
have finished the course of inoculations for the hepatitis B
virus vaccine. This documentation must be sent directly to
Castle Branch.
If the student has started but not yet finished the series
of inoculations at the start of the program, documentation
showing completion of the course of inoculations should
be provided as soon as possible in order for the student to
remain in the program. This information will be reviewed
quarterly, and the student will be notified if not in compliance
with this requirement. Students who fail to complete the
hepatitis B virus vaccination protocol in a timely manner will
not be allowed to register for the following term until provid-
ing documentation of compliance. In addition, students must
submit a hepatitis B virus titer as proof of immunity.
Tuberculosis Testing
All students must provide the results from tuberculosis
screening tests in order to begin the program. Students must
be tested annually for tuberculosis and must submit the
results to Castle Branch. Failure to comply with this policy
can lead to dismissal from the program or prevention of
attendance at the clinical site regardless of GPA.
In cases where the tuberculosis screen is positive or contra-
indicated, students must be screened annually by a physician
for symptoms of active tuberculosis and submit documenta-
tion that they have been screened and are symptom-free.
OSHA, HIPAA and Safety Training
Students are required to take all Rush University Medical
Center training courses that apply to medical laboratory
scientists. These courses must be taken annually and are
available through Rush University’s LEAP Online system.
Students failing to remain current in these training areas will
not be allowed in the clinical laboratories.
Criminal Background Check and Drug Screen
All students entering the Master of Science in Medical
Laboratory Science program are required to have a criminal
background check before matriculating. The student’s ability
to begin the clinical portion of the program and to complete
certification and licensure requirements for entry into the
profession may depend on documentation of such things
as drug screening and a background check for a history of
criminal oenses. A drug screen is required before entering
the clinical practica.
Medical Laboratory Science (MS):
Academic Policies
Midterm Warning Notices
Students not maintaining a passing-level grade at midterm
time will be given a written warning notice. It is the student’s
responsibility to contact the course instructor immediately
to ascertain how the grade can be improved.
Academic Progression
High academic performance in required courses is expected.
Students will be considered in good standing at Rush
University unless placed on academic probation.
A cumulative grade-point average of at least 3.0 is required
in the graduate programs. Cumulative grade-point averages
will be reviewed after each term. No student will be permit-
ted into the clinical rotation portion of the program unless
they have the required GPA.
The faculty reserves the right to request the withdrawal of
a student whose conduct, health or performance demon-
strates lack of fitness for continuance in a health profes-
sion. Any such student not voluntarily withdrawing will be
dismissed from the University.
Academic Probation
Academic probation is assigned to any student who receives
a term grade-point average below 3.0 or whose cumulative
grade-point average falls below 3.0. Students placed on pro-
bation have two terms to regain the status of good standing
as follows:
• In the next term after being placed on probation, the stu-
dent must attain a term grade-point average of at least
3.0.
• Two terms after being placed on probation, the student
must have a cumulative grade-point average above 3.0.
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• Failure to make the minimum term grade-point average
one term after probation, or the minimum cumulative
grade-point average two terms after probation, will result
in dismissal from the University.
• Note that the receipt of financial aid may also be
impacted when the grade-point average falls below 3.0.
C, D, F or N Grades
Graduate students may not receive more than two grades of
C or lower in the program. Graduate students who receive a
third grade of C or lower will be dismissed from the program.
Graduate students who receive a D, F or N grade in any
course must repeat that course. If that a student is required
to repeat a course that is a prerequisite for an advanced
course, the advanced course may not be taken until the
student successfully passes the prerequisite course. Thus,
the student’s progression in the program may be aected.
Students who receive a second D or F grade will be dis-
missed from the program.
All work in practicum courses must be at or above the B
grade level. If a student earns a grade less than B in a clinical
practicum course, the course must be repeated but may be
repeated only once and must be taken within one year, with
the new grade replacing the failing grade in the cumulative
grade-point average. A second grade below B in any practi-
cum course will result in dismissal from the program.
Comprehensive Examination
All students must take and pass a comprehensive exami-
nation at the end of the second year in order to graduate
from the Medical Laboratory Science program. Any stu-
dent who fails the cumulative examination must retake the
examination until passing. A diploma will not be given until
the student has passed all sections of the comprehensive
examination.
Graduate Research Projects
See the Graduate Research Bulletin and Department of
Medical Laboratory Science policy document for policies
and procedures regarding graduate research projects. This
bulletin lists specific deadlines for each component of the
research project. Failure to meet these deadlines will delay
acceptance of the research project and graduation from the
program.
Certification
The comprehensive technical curriculum at Rush University
prepares the student to enter the practice of medical
laboratory science. Graduates are eligible to take the medi-
cal laboratory scientist’s certification examination given
by the American Society of Clinical Pathology Board of
Certification.
Service Work Policy
Service work is defined as performing the duties expected
of an employee who is paid to perform those tasks as an
unpaid student. Service work by students is not required nor
permitted by the program. Students are present in the clini-
cal laboratory to learn the operation of the clinical labora-
tory. While learning, and upon demonstrating proficiency,
students may perform clinical tests under the supervision of
an instructor who is a certified medical laboratory scientist.
As such, students work on actual patient samples but at no
time are they expected to, or allowed to, perform service
work without pay.
There are numerous work-study jobs available to our stu-
dents in the clinical laboratories as well as throughout the
Medical Center and at our ailiate hospitals. Students are
notified of openings as the faculty are informed. Students
and supervisors at the clinical site must make a distinc-
tion between the student’s time in the laboratory as a
student learning and not being paid and when the student
becomes an employee and is working in the laboratory for
pay on tasks they have been specifically trained to perform.
Students should not be treated as employees during rotation
time, which is typically from 7 a.m. - 3:30 p.m. What students
do outside the time at which they are expected to be learn-
ing in the clinical laboratory is beyond the scope of control
of the program.
Graduation Requirements
The Master of Science degree in Medical Laboratory Science
requires a minimum of 80 term hours. Candidates for the
Master of Science degree must earn a 3.0 cumulative grade-
point average in all computed upper-division credits taken
at Rush University. A minimum of 40 term hours of academic
credit shall be earned as a graduate student in academic
residence at Rush University. Students must pass IPE
courses in order to graduate.
Educational Activities
The faculty of the Department of Medical Laboratory
Science are responsible for providing both the didactic
coursework and the clinical experiences necessary for stu-
dents to successfully complete all degree requirements.
Research Activities
Faculty members in the Department of Medical Laboratory
Science engage in technical and educational research.
Areas include biochemistry, education, hematology, hospital
administration, immunohematology, immunology, molecular
oncology and microbiology. The Department of Medical
Laboratory Science supports, and is involved in, the admin-
istration of the Continuing Education Program oered to the
professional sta of Rush Medical Laboratories.
Service Activities
The Department of Medical Laboratory Science oper-
ates on the practitioner-teacher model. Faculty members
are actively involved in the medical laboratories of Rush
University Medical Center, maintaining active research,
supervisory and clinical positions in their specialty areas.
Several faculty members hold joint appointments in Rush
Medical College. They provide the laboratory medicine
courses for the Rush Medical College curriculum and the
graduate College of Nursing curriculum.
Medical Laboratory Science (MS):
Curriculum
The program is built around a core of basic and advanced
theoretical knowledge and clinical practice. This combina-
tion of both theory and practice enhances the development
of skilled, knowledgeable professionals whose flexibility
allows them to function at the highest level within the
various laboratory settings available to graduates of the
program. These areas include primary health care facilities,
as well as research, educational and commercial laboratory
settings across the country and the world.
Students integrate the theory of medical science with the
practice of medical laboratory procedures, learning basic
theory and skills in hematology, clinical chemistry, immunol-
ogy, immunohematology, molecular techniques and clini-
cal microbiology in the first year. They then go on to more
advanced courses in those areas in the second year along
with courses in management, education and research to
prepare students for supervisory, teaching and research
positions.
Students apply basic concepts learned in the first year of
the program as they rotate through the laboratories of Rush
University Medical Center and ailiated hospitals. Currently,
ailiate hospitals include the University of Chicago Medicine,
Northwestern Memorial Hospital, Ann and Robert H. Lurie
Children’s Hospital of Chicago, and the University of Illinois
Hospital and Health Sciences System. It is the policy of the
Rush University Department of Medical Laboratory Science
that all students admitted into the program who complete all
first-year didactic courses will be guaranteed an opportunity
to complete the clinical practicum at one of our ailiated
hospitals.
This rigorous program requires students to achieve a 3.0
GPA on a 4.0 scale in order to graduate. Students will
receive hands-on experience in laboratory techniques and
will develop a thorough knowledge base in medical labora-
tory science, providing a firm foundation for development
and growth after graduation. The mission of the faculty is to
do more than train technical health care personnel, but to
also educate medical laboratory professionals who can meet
the current and future demands of laboratory medicine. It is
expected that students completing the Master of Science
degree in Medical Laboratory Science will be the supervi-
sors, managers and educators of the future.
Students in the Master of Science in Medical Laboratory
Science program will complete a rigorous research project
consisting of identification of the research problem and
stating a hypothesis, designing and performing experiments
to solve the research problem, interpreting and analyzing
the data, as well as presenting the research study in written
and oral formats, which may result in publication in a peer-
reviewed journal or presentation at a professional society
meeting, or both.
Graduates are eligible to take the medical laboratory scien-
tist certification examination given by the American Society
of Clinical Pathology Board of Certification. After passing
this examination, students become certified as Medical
Laboratory Scientists, or MLS (ASCP). Students are not
eligible to take the national certification examination until all
degree requirements are met. Verification of degree comple-
tion is required from the program director by the American
Society of Clinical Pathology Board of Certification.
Graduation from the program is not contingent on success-
fully passing a certification examination.
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First Year Credit Hours
Fall Term
MLS-504 Clinical Chemistry I 4
MLS-514 Hematology I 6
MLS-523 Clinical Immunology 3
MLS-526 Molecular Techniques 3
IPE-502 Interprofessional Patient Non Credit
Centered Teams
Spring Term
MLS-505 Clinical Chemistry II 3
MLS-524 Clinical Immunohematology 4
MLS-534 Clinical Microbiology I 6
MLS-541 Research in MLS I 2
CHS-610 Research Methods in Health Sciences 2
IPE-502 Interprofessional Patient Non Credit
Centered Teams
Summer Term
MLS-515 Hematology II 3
MLS-535 Clinical Microbiology II 3
MLS-542 Research in MLS II 6
CHS-620 Health Care in America 2
CHS-605 Introduction to Ethics in Health Care 2
Second Year Credit Hours
Fall Term
MLS-589 Clinical Laboratory Management 2
CHS-601 Introduction to Biostatistics 2
CLM-502 Quality Systems & Regulatory Issues 3
Clinical Practica**
Spring Term
MLS-588 Comprehensive Review 2
MLS-543 Research in MLS III 2
Clinical Practica**
Clinical Practica**
MLS-586P Patient Care Techniques 2
MLS-587P Clinical Practicum-Microbiology 6
MLS-580P Clinical Practicum-Chemistry 3
MLS-581P Clinical Practicum-Hematology 3
MLS-584P Clinical Practicum-Immunohematology 3
MLS-585P Clinical Practicum-Education 3
Program Total: 80
*
*
*
*
*
*
*
* Courses oered online
** Clinical Practica schedule will be determined by
Program Administration
Medical Laboratory Science (MS): Curriculum
OCCUPATIONAL THERAPY
Occupational Therapy
Mission
Through the use of the practitioner-teacher-investigator
model, the Department of Occupational Therapy is com-
mitted to excellence in education, service, scholarship and
health care delivery while fostering an environment of diver-
sity and inclusion.
Occupational Therapy:
Program Overview
Professional Description
The Department of Occupational Therapy oers a graduate
program that prepares students for unique contributions
to the field of occupational therapy. This professional-level
program is designed for people with baccalaureate degrees
in other fields who are seeking to become occupational
therapists.
Philosophy on Educational
Occupational therapists recognize humans as complex
beings engaged in and organized around occupations occur-
ring within the social, physical, temporal, cultural, personal
and virtual environments (AOTA, 2014; AOTA 2017). When
dysfunction or internal or external contexts limit or prevent
participation, occupational therapists enable doing in a vari-
ety of ways. The practice of occupational therapy involves
individuals, groups or organizations, their attributes and
the multiple environmental contexts that comprise occupa-
tional performance. Occupational therapy interventions are
designed to facilitate people to adapt and change in order
to improve their engagement in occupational performance
across the lifespan.
Rush University Department of Occupational Therapy
faculty members fulfill roles as practitioner-teacher and
investigator, a combination that infuses the curriculum with
contemporary and scholarly perspectives to prepare stu-
dents to meet the occupational needs of society. Graduate
courses and clinical experiences build on students’ past
knowledge and skills to encourage transformative and inte-
grative learning. The critical self-reflection of the transfor-
mative learning process encourages examining, questioning,
validating and possibly revising prior knowledge so that
new perceptions and meanings may evolve (Cranton, 2006).
Integrative learning expands on this process by facilitating
students’ ability to connect ideas, concepts and experi-
ences to better adapt to novel and complex issues (Huber &
Hutchings, 2004). The end result is a learner who is intel-
lectually flexible to meet the needs of complex clients in a
continually changing society. A program based on transfor-
mative and integrative learning builds on a student’s past,
connects it to present activities and predicts a future in
which they are competent and capable to respond to the
ongoing needs of the profession and the clients we serve.
The curriculum builds towards leadership in professional
reasoning and meeting the needs of an increasingly dynamic
profession. Self-directed learning and critical thinking using
evidence-based research and practice are fostered through
faculty mentorship, problem solving, collaborative activities
and critical inquiry in the classroom, clinic and community
to promote entry-level performance. The individualized
doctoral experience establishes a trajectory that enables
students to become an emerging leader in their professional
practice. Rush occupational therapy graduates are prepared
to work in traditional and emerging practice settings but,
more importantly, are ethical, flexible, creative, autonomous
and informed practitioner-teacher-investigators.
Professional Orientation
Since Rush graduate will be prepared to work in a variety of
traditional and nontraditional settings, their practice base
is the result of broad experiences within the many arenas
of occupational therapy. Graduates have the ability to add
increasing amounts of depth and validation to their interven-
tion programs as a result of their involvement and experi-
ences with problem-solving approaches to therapy.
Given the combination of breadth and depth of knowledge
and experience related to occupational therapy intervention,
the primary strength of Rush University graduates will be
their ability to function as highly resourceful practitioners.
As in the past, and for the foreseeable future, the role of the
practitioner is the core of all occupational therapy. The prac-
titioner who is able to base intervention on established fact,
use internal and external resources and engage in profes-
sional reasoning and problem-solving is the practitioner who
will contribute to the credibility and viability of the profes-
sion. It is this type of practitioner who is expected to be the
product of the Rush program.
Graduates of the program are able to enter the clinical arena
competently and confidently, applying their clinical skills and
expanding upon those skills as situations require. This con-
tinuous process of assessment and expansion contributes to
the personal and professional growth vital to occupational
therapists. The role of the clinician, as it is understood in
this context, incorporates other major roles of the therapist.
As the Rush program is designed, the students have the
opportunity to explore the functions of the therapist as an
educator, researcher and manager from the practitioner’s
perspective. The involvement of the student in these other
roles is another major strength of the program. The addi-
tional roles of educator, manager and researcher cannot be
separated from the practitioner’s role.
Accreditation and Certification
The Rush University Occupational Therapy Doctorate
program is fully accredited by the Accreditation Council for
Occupational Therapy Education (ACOTE) of the American
Occupational Therapy Association (AOTA), located at:
6116 Executive Boulevard, Suite 200
North Bethesda, MD 20852-4929
Phone: (301) 652-AOTA
Fax: (240) 762-5140
www.acoteonline.org
Graduates will be eligible to sit for the national certification
examination for the occupational therapist that is adminis-
tered by the National Board for Certification in Occupational
Therapy, or NBCOT. For information regarding the OTD pro-
gram’s performance on the NBCOT exam, students can go
to www.nbcot.org/en/educators/home#schoolperformance.
Additional information can be obtained from:
NBCOT
One Bank St. Suite 300
Gaithersburg, MD 20878
(301) 990-7979
www.nbcot.org
After successful completion of this exam, the individual
will be an Occupational Therapist, Registered, or OTR. In
Illinois, occupational therapists must be licensed in order to
practice, and state licensure is based on the results of the
NBCOT certification examination. This is true in many other
states, but specific requirements for licensure may be deter-
mined by contacting individual state licensing boards.
Occupational Therapy
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Master of Science
Occupational Therapy Doctorate
Occupational Therapy (OTD)
Admission Requirements
The applicant to the professional program in occupational
therapy must have completed or show evidence of the fol-
lowing in order to be considered for admission:
• Completed application through the Occupational Therapy
Centralized Application System, or OTCAS.
• A baccalaureate degree from an accredited college or
university.
• Minimum grade-point average of a 3.0 on a 4.0 scale
excluding your freshman and sophomore years.
• Submit to OTCAS oicial scores from the GRE graduate
school entry exam general test taken within the past five
years. A combined score (verbal and quantitative por-
tions) of 302 and a minimum score of 4.0 on the analytical
writing sample are required. Please use institution code
7122. Scores below 302 and 4.0 are acceptable if the
applicant’s grade-point average during the last two years
of most recent degree exceeds a 3.0 out of 4.0 scale.
• If applicant’s native language is not English, submit Test
of English as a Foreign Language, or TOEFL, scores.
• Prerequisite courses with a grade of C or higher) com-
pleted prior to matriculation, including statistics, sociol-
ogy or anthropology, human growth and development
(must cover the entire lifespan), abnormal psychology,
one additional psychology course, human anatomy (with
lab, preferably cadaver) and human physiology (lab
preferred). Human anatomy and human physiology must
be taken within five years prior to admission to program.
Two sequential courses with labs will also satisfy this
prerequisite.*
• Two references from individuals acquainted with the
applicant’s academic or professional aptitudes. One
reference must be from an occupational therapy prac-
titioner, health care provider, teacher, work or volunteer
supervisor.
• Experience or familiarity with occupational therapy
through observation of occupational therapy practitioners
(at least 40 documented hours in at least two settings).
In the instance you are unable to shadow at this time,
familiarity with OT can also be demonstrated through
submitting documentation of successful completion of
the online shadowing experience, plus an additional activ-
ity (as suggested below) with accompanying reflection
paper. The reflection paper should be no longer than two
pages and should articulate how the experience shaped
your understanding of occupational therapy. If you
choose to complete the online shadowing, upload docu-
mentation of completion as well as your reflection paper
on OTCAS.
1. Online Shadowing Experience: Password: LucasQU.
Please submit the shadowing experience documenta-
tion form found on the online shadowing website cre-
ated by Cheryl Lucas to OTCAS.
2. ADDITIONAL ACTIVITIES:
Caretaker Experience: Describe a time when you were
a caretaker and how that shaped your understanding
of occupational therapy.
Occupation Prerequisite: Take a course (six-week
minimum) in which you learn a novel challenging skill
(knitting, karate, etc.). Describe the experience and
how it shaped your understanding of occupational
therapy.
Video Interview: Interview an occupational therapist
and write how the experience shaped your understand-
ing of the profession.
Attend a professional association event: The
American Occupational Therapy Association or the
Coalition of Occupational Therapy Advocates for
Diversity host a number of free events or webinars.
Attend an event and write a reflection on how it
shaped your understanding of the profession.
*All courses must be taken from an accredited college or
university. Online classes are acceptable except for anatomy
and physiology, which must occur face-to-face. Exams testing
out of course work and AP course work are not acceptable for
prerequisite requirements. Note: online courses for anatomy
and physiology will be accepted for face-to-face courses
that were disrupted due to COVID-19.
The Admissions Committee will make decisions regarding
the acceptability of the applicant to the program. All applica-
tion materials will be evaluated. Academic and nonacademic
factors, including extracurricular activities, job and life expe-
riences will be taken into consideration.
Selected applicants will be required to participate in a
faculty interview. Students accepted into the occupational
therapy program must complete a criminal background
check. Students who have certain types of information
in their criminal background checks may be ineligible
to complete fieldwork rotations in specific facilities and
may be ineligible for state licensure or national registry or
certification.
Students accepted in the occupational therapy program
must complete the Rush University required health and
immunization history documentation.
Students accepted into the occupational therapy program
must submit directly to Rush University prior to matricula-
tion all oicial transcripts from every college or university
attended.
Rush University and the OT program are committed to creat-
ing a class environment that mirrors our diverse community,
and supports access and inclusion among our students.
While all candidates must meet posted minimum admissions
criteria, candidates with any of the following factors indi-
cated on their OTCAS application are given additional con-
sideration toward interview and admission to the program, to
be reviewed on a case-by-case basis:
• Military veterans
• Persons from an underrepresented minority group in the
health care sciences
• Persons from economically disadvantaged backgrounds
• First person to attend a higher education training
program
• Recommended graduates from the Rush Bachelor of
Science in Health Sciences program
Application Deadlines
Admission for the entry entry-level doctorate in
Occupational Therapy program is granted for the fall term
of each year, which begins early September. Applications
through the Occupational Therapy Centralized Application
Service become available mid-July.
Completed applications will begin to be reviewed by the
admissions committee beginning Oct. 15. The application
deadline is Dec. 1. Interviews will be held during the months
of November, December and January. Enrollment is limited
to 36 students. Applicants are encouraged to apply as early
as possible.
Occupational Therapy (OTD):
Program Requirements
General Program Requirements
The Rush University OTD program is a full-time program,
with classes occurring Monday to Friday. However, some
evening and weekend hours may be required periodically
for the completion of academic and clinical assignments.
In these situations students will be given ample notice to
arrange their schedules accordingly.
Although the majority of classes are on campus, there are
several courses that are online with both asynchronous
and synchronous sessions. Technology requirements for
those courses and the entire program can be found in the
technology section. Collaborative strategies are commonly
used in the curriculum, which means that students will
need to work with their peers outside of scheduled class
periods. Attendance and active participation are important
aspects of professional education and critical to professional
development. Students are expected to be present for all
class, lecture and lab meetings. They are fully responsible
for all content presented to them. Excused absences must
be requested prior to the class meeting time and must be
validated by the instructor. Valid excuses include illness,
doctor’s instruction, notice of death in family, religious
obligations and other special circumstances. Students must
email or call the instructor in the case of an absence. The
student is responsible for obtaining class information after
an absence.
Business casual dress is required for the classroom and
scrubs or business casual required for clinical assignments.
Caribbean blue scrubs are required for all practicum and
fieldwork experiences that occur at Rush University Medical
Center. On clinical placements outside of Rush, students will
be required to follow each site’s dress code.
Students enrolled in the OTD program at Rush University
are expected to have the skills necessary to function as an
occupational therapist or occupational therapy student in
the classroom, laboratory, and clinical/fieldwork settings.
The technical standards required of all students enrolled in
the OTD program can be found in the technical standards
section.
Graduation Requirements
Once admitted to the Occupational Therapy program, stu-
dents embark on a journey that entails the accumulation of
107 term hours for graduation. In order to graduate and have
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
the Occupational Therapy Doctorate conferred, students
must meet the following:
• Successfully complete all didactic coursework and
fieldwork
• Pass the Department of Occupational Therapy compe-
tency exam
• Successfully complete all requirements of the individual
doctoral experience and capstone project
• Pass the Rush University Interprofessional Patient Care
Teams course (IPE 502)
• Complete a minimum of 16 contact hours of approved
professional or community service
In order to be eligible to take the registration exam adminis-
tered by the National Board for Certification of Occupational
Therapists, students must have completed all graduation
requirements as documented in oicial transcripts from
Rush University. Students must complete all program
requirements within 45 months from the time they begin the
program. Students will have 15 months to complete Level II
fieldwork after the final day of Semester 5 of the curriculum
and 12 months to complete the doctoral experience/project
after the last day of the final Level II fieldwork. Any student
who expects to go beyond this timeframe must request an
exception to the policy in writing to the program director.
Scholarly Activities
Members of the department are increasingly involved
in identifying research projects in occupational therapy.
Students participate in one of a variety of faculty-supervised
research projects, which may be carried out in one of Rush
University Medical Center’s occupational therapy clinics,
other health care facilities or community organizations.
Students are required to formally present their research
projects to their research adviser, as well as submit for
presentation at local, state and national conferences, and/or
publication in a professional journal identified by the faculty
research adviser.
Students are also required to independently complete a
capstone project that will advance the knowledge of occu-
pational therapy. A plan for dissemination of the project
through presentation or publication is required.
Professional Service Activities
Our faculty are outstanding practitioners/teachers/inves-
tigators involved in widely recognized professional and
scholarly activities. They provide a full range of assess-
ment and therapeutic services for a variety of populations.
Within the Medical Center there are more than 30 dedicated
occupational therapy practitioners working with pediatric,
adult and geriatric patients in both inpatient and outpatient
settings.
In addition, faculty and clinicians are committed to serving
with professional and community organizations. Students
participate with faculty and clinicians in health fairs and ser-
vice activities throughout the year. Students have an oppor-
tunity to join the Student Occupational Therapy Association,
a service-based organization.
Technology: Required Software/Online Tools
Technology: Required Software/Online Tools
My Apps: myapps.rush.edu
Students are recommended to use My Apps, which is a vir-
tual desktop where Oice software, Rush Email, and secure
storage is provided. Visit rushuportal.learning.rush.edu/faq
for more information about the My Apps virtual environment.
Students are also able to log into RULearning from MyApps.
RULearning Login Page: rulearning.rush.edu
Students are also able to access RULearning via the listed
login page.
Computer Requirements: Students should have comput-
ers with audio/visual capabilities (including the ability to
record presentation assignments) and computers should
support learning management tools including but not limited
to Respondus LockDown Browser and Monitor, Panapto and
ExamSoft.
Microsoft Oice Suite: Word, Excel and PowerPoint:
If you do not already have the Microsoft Oice software, you
can access the suite through My Apps or download a copy
of the Microsoft Oice suite at a reduced cost for Windows
or Mac users: rush.onthehub.com
Internet Browsers: Students should have access to more
than one browser, such as Internet Explorer, Chrome, Firefox
or Safari. All browsers should be the most up-to-date ver-
sion available.
Internet Requirements: Students must have access to a
high-speed internet connection when working o campus.
Adobe Acrobat Reader: Students should have access to
the most up-to-date Adobe Acrobat Reader.
Occupational Therapy (OTD):
Technical Standards
Rush University is committed to diversity and to attracting
and educating students who will make the population of health
care professionals representative of the national population.
Our core values — I CARE (innovation, collaboration, account-
ability, respect and excellence) — translate into our work with
all students, including those with disabilities. Rush actively
collaborates with students to develop innovative ways to
ensure accessibility and creates a respectful, accountable
culture through our confidential and specialized disability
support. Rush is committed to excellence in accessibility; we
encourage students with disabilities to disclose and seek
accommodations.
The following technical functions are required of all students
enrolled in the Occupational Therapy program:
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and computer
systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
• Recognize and assess patient changes in mood, activity,
cognition, verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment techniques/
maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist
in holistic occupational therapy care and perform or assist
with procedures and treatments
• Practice in a safe manner and appropriately provide occu-
pational therapy care and assessment in emergencies and
life support procedures, and perform universal precautions
against contamination
Communication
• Communicate eectively and sensitively with patients and
families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical history
and other information to adequately and eectively evalu-
ate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize data
related to the diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities in
a timely and accurate manner according to the occupa-
tional therapy role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment or
treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstrate concern for others
• Integrity, accountability, interest and motivation are nec-
essary personal qualities
• Demonstrate intent and desire to follow the Rush
University and Occupational Therapy Code of Ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine that they require reason-
able accommodation to fully engage in the program should
contact the Oice of Student Accessibility Services to con-
fidentially discuss their accommodations needs. Given the
clinical nature of our programs, time may be needed to cre-
ate and implement the accommodations. Accommodations
are never retroactive; therefore, timely requests are essential
and encouraged. To learn more about accommodations at
Rush University please contact:
Marie Lusk, MBA, MSW, LSW
Director, Oice of Student Accessibility Services
Rush University
600 S. Paulina St. AAC 901
Chicago, IL 60612
(773) 942-5237
Marie_Lusk@rush.edu
www.rushu.rush.edu/oice-student-accessibility-services
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Occupational Therapy (OTD):
Academic Policies
Academic Progression
Students will progress through the program following the
curriculum outline provided.
The faculty reserves the right to dismiss any student whose
conduct, health or performance demonstrates lack of fitness
for continuance in a health profession as identified by the
faculty member and the Rush University Code of Conduct.
Any such student not voluntarily withdrawing will be dis
-
missed from the University. Only grades of A, B, C or P may
fulfill degree requirements in all non-elective courses listed
in the curriculum outline.
Students will be considered in good standing at Rush
University unless placed on academic probation. Academic
probation is assigned to any student who earns a term
grade-point average of 2.99 and below. Full-time students
placed on probation must earn a cumulative grade-point
average of 3.0 or above by the end of the next term.
Students who fail to meet minimum cumulative GPA require
-
ments within the time frame specified above will be auto-
matically dismissed from the program.
S
tudents placed on academic probation for the first time must
meet with their adviser and establish an action plan prior to the
beginning of the next term. Students placed on probation a second
time must petition and meet with the Student Performance and
Academic Review Committee, or SPARC, and provide an action
plan that is acceptable to SPARC in order to continue in the
program. The student will also be responsible to meet on a regular
basis with their adviser to monitor the progress of the aforemen
-
tioned action plan’s implementation. A student who is placed on
probation for a third time for didactic course work will automati
-
cally be dismissed from the program.
A student receiving a grade D, F, N, WF or WN in a required course
must repeat the course at the next academic oering and earn
at least a B (or Pass for pass-no-pass courses) to remain in the
program. Only one D, F, N or WN is allowed for the entire program.
If a student receives a second D, F, N, WF or WN at any other time
in the program, the student will be dismissed from the program.
Students must pass the occupational therapy competency
exam (OCC 820 Capstone Competencies) prior to beginning the
Independent Doctoral Experience course. Students who do not
pass the exam will need to repeat the course. Completion of the
doctoral experience and doctoral capstone project will be delayed.
First Year Credit Hours
Fall Term
OCC-600 Introduction to Occupation, Health and Wellness 3
OCC-608 Introduction to Clinical Practice 2
OCC-520 Health Conditions 4
OCC-501 Human Structure and Principles of Movement 3
OCC-501L Functional Anatomy with Lab 2
IPE-502 Interprofessional Patient Centered Teams Non Credit
Spring Term
CHS-601 Introduction to Biostatistics 2
OCC-643 Health Care Systems 3
CHS-605 Introduction to Ethics in Healthcare 2
OCC-620 Foundational Theories in OT 3
OCC-576 Sociocultural Aspects of Care 2
OCC-579 Research Methods 3
OCC-609 Occupational Performance and Ability 3
IPE-502 Interprofessional Patient Centered Teams Non Credit
Summer Term
OCC-625 Functional Neuroscience & Cognition 4
OCC-607 Psychosocial Aspects of Care 3
OCC-610 Occupational Therapy Process 2
OCC-615 Developmental Disabilities I 3
OCC-617 Clinical Practice Skills/Fieldwork 1-A 2
OCC-683 Evidence-Based Practice Series I 1
Occupational Therapy (OTD): Curriculum
Second Year Credit Hours
Fall Term
OCC-612 Physical Disabilities I 4
OCC-614 Mental Health Practice 4
OCC-618 Clinical Practice Skills/Fieldwork 1-B 2
OCC-630 Program Development 2
OCC-684 Evidence-Based Practice Series II 1
Spring Term
OCC-685 Evidence-Based Practice Series III 2
OCC-810 Professional Reasoning and Doctorate Experience I 2
OCC-613 Physical Disabilities II 4
OCC-616 Developmental Disabilities II 3
Summer Term
OCC-644 Leadership and Advocacy 2
OCC-795 Advanced Fieldwork I 9
OCC-811 Professional Reasoning & Doctorate Experience II 1
Third Year Credit Hours
Fall Term
OCC-820 Capstone Competencies 1
OCC-797 Advanced Fieldwork II 9
OCC-812 Professional Reasoning and Doctorate Experience III 1
Spring Term
OCC-825 Individualized Doctoral Experiences 12
OCC-828 Capstone Dissemination 1
Program Total: 107
PHYSICIAN ASSISTANT STUDIES
Master of Science
Physician Assistant Studies (MS)
Program Overview
The Master of Science in Physician Assistant Studies, or PA,
program is designed to provide students with an outstand-
ing education in preparation for careers as physician assis-
tants or PAs, in general and specialty practice settings.
The innovative 30-month curriculum uses the extensive
resources available at Rush University to provide its stu-
dents with an excellent training experience.
• The 12-month didactic phase includes lecture, small group
discussion and case-based training to prepare students
for clinical rotations.
• The unique 18-month clinical training prepares students
to practice as primary care providers, while providing a
one-of-a-kind immersion experience in an advanced clini-
cal practice. Current areas for advanced clinical training
include orthopedics, cardiothoracic surgery, vascular
surgery, emergency medicine, internal medicine, pulmo-
nary and critical care medicine, interventional radiology,
urology, neurosurgery, geriatrics, physical medicine and
rehabilitation, primary care and pediatrics.
Mission
The Rush University PA Program mission is to educate
advanced health care providers to practice evidence-based
medicine with competence, professionalism and compas-
sion driven by academic excellence and service to diverse
communities.
Vision
The Rush University PA Program strives to be a nationally
recognized leader in educating advanced practice PAs to
assume leadership roles in clinical and professional practice.
Physician Assistant Studies
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Goals
The following are the goals of the Rush University PA
Studies program:
• Prepare PAs to practice interprofessional, patient-cen-
tered care in diverse communities
• Promote leadership, service, and advocacy to the
profession
• Provide enhanced training opportunities to students in
various areas of clinical practice
• Prepare PAs who use evidence-based methods to plan,
develop and deliver high quality, cost-eective health
care services
• Promote an environment of inclusion and cultural humility
Physician Assistant Studies (MS):
Admission Requirements
Admission to the PA Program is competitive. Student selec-
tion is based on various factors, such as overall strength of
academic performance, type and quality of prior health care
experience, including experience working with or shadowing
PAs, and interpersonal communication skills.
The program is rigorous and academic preparedness will be
assessed based on general and science course grade-point
average, prerequisite course work grade-point average,
coursework completed prior to application, and performance
on the GRE graduate school entry exam.
Requirements for admission into the PA Program include the
following:
• A bachelor’s degree from an accredited college or univer-
sity prior to matriculation into the program.
• A minimum GPA of 3.0 on a 4.0 scale is required for both
the total GPA and science GPA. GPAs greater than 3.3
each for total and science are considered competitive;
GPAs greater than 3.5 each for total and science is con-
sidered highly competitive.
• GRE graduate school entry exam scores taken within five
years prior to application submission. A minimal com-
bined verbal and quantitative score of 1,000, or 302 in the
new scoring system, is required for interview and admis-
sion consideration.
– A combined score of 1,200 and above, or 309 in the
new scoring system, is considered competitive; a
combined score of more than 1,290, or 314 in the new
scoring system, is highly competitive.
– The score must be attained at a single seating of the
exam. If you take the GRE more than once, batched and
partial scores are not accepted.
– Original copies of your GRE scores must be sent
directly to Rush University. The PA Program GRE code
is: 0962.
• Documented hands-on, direct patient contact experi-
ence in a health care setting, accrued within seven years
of application submission. Experience working with or
shadowing PAs is required. A minimum of 1,000 hours
direct patient contact experience is required at the time
of application submission. Greater than 1,500 hours is
competitive, and greater than 2,500 hours is considered
highly competitive.
• A completed application submitted to the Central
Application Service for Physician Assistants, or CASPA.
– A supplemental application and $40 fee is required
only if you are invited to interview at the program
Information regarding this will be provided with an
interview invitation.
• An on-campus interview with members of the PA Program
faculty and admissions committee.
• All applicants must meet the minimum requirements to
perform the essential functions of a PA. See the Technical
Standards section for more information.
• Admission is contingent upon successful completion of a
health assessment, criminal background check and drug
screening processes prior to matriculation. Information
regarding this requirement is discussed during interviews.
• Applicants with coursework or a bachelor’s degree con-
ferred outside of the United States must submit a course
equivalence evaluation by either Education Credentials
Evaluators or World Education Services.
• Scores from the Test of English as a Foreign Language
(TOEFL) if English is not your native language.
• Attendance in the program is on a full-time basis only.
Students entering the PA Program must complete the
curriculum in its entirety. No advanced-standing or
transfer credits will be awarded, regardless of previous
professional or academic experience.
• The PA Program admits students into the class on a roll-
ing admission basis. This means that at each interview
session, oers are made to fill seats in the class. Under
a rolling admissions process, it is possible to fill all the
seats in the class before interviews are done. It is to the
applicant’s advantage to submit all application materials
as early as possible.
• Due to the competitive nature of the application process,
meeting posted admission criteria to the program does
not guarantee an interview oer for the program.
Additional Factors for Admissions Consideration
Rush University and the PA Program are committed creating
a class environment that mirrors our diverse community and
supports access and inclusion among our students. While all
candidates must meet posted minimum admissions criteria,
candidates with any of the following factors indicated on
their CASPA application are given additional consideration
toward admission to the program, to be reviewed on a case
by case basis:
• Military veterans
• Persons from an underrepresented minority group in the
health care sciences
• Persons from economically disadvantaged backgrounds
• First person to attend a higher education training program
• Recommended graduates from the Rush Bachelor of
Science in Health Sciences program
Program Application
The application cycle is open from the end of April to Oct. 1
of each year.
Applications must be submitted online via CASPA at portal.
caspaonline.org. CASPA application requires the following:
• Submission of oicial transcripts for all college course-
work completed
• Three letters of recommendation. It is preferred that at
least one of the letters be from a PA, physician or other
health care provider who is familiar with the PA profession
• A personal statement
• Payment of an application fee as outlined by CASPA
Required Prerequisites
The following courses must be completed prior to matricula-
tion into the program:
• Human anatomy and human physiology or a two-course
sequence combined human anatomy and physiology
course
• Biochemistry
• Microbiology (with lab preferred but not required)
• Psychology or equivalent course work in the behavioral
sciences
• Statistics
It is strongly recommended that all courses be taken within
seven years prior to application to the program. Advanced
placement or CLEP courses are not accepted toward meet-
ing prerequisite course requirements. Candidates must have
at least four of the required courses completed at the time
of application submission. Course grades of C or better are
mandatory for all prerequisite courses. Courses with grades
of B or better are considered competitive for admission
consideration.
The following prerequisite courses must be taken within the
past seven years prior to application to the program:
• Human anatomy
• Human physiology
• Biochemistry
• Microbiology
Physician Assistant Studies (MS):
Technical Standards
The following are the universal technical standards that apply
to all clinical training students in the Rush University College of
Health Sciences at Rush University. These standards apply to
all students enrolled in the PA Program.
Rush University is committed to diversity and to attracting and
educating students who will make the population of health care
professionals representative of the national population.
Our core values — I CARE (innovation, collaboration, account
-
ability, respect and excellence) — translate into our work with
all students, including those with disabilities. Rush actively col
-
laborates with students to develop innovative ways to ensure
accessibility and creates a respectful, accountable culture
through our confidential and specialized disability support.
Rush is committed to excellence in accessibility; we encourage
students with disabilities to disclose and seek accommodations.
Acquire Information
• Acquire information from demonstrations and experi-
ences in courses, such as lecture, group and physical
demonstrations
• Acquire information from written documents and computer
systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images
from paper, slides, videos with audio description and
transparencies
• Recognize and assess patient changes in mood, activity,
cognition, verbal and non-verbal communication
Use and Interpret
• Use and interpret information from assessment techniques/
maneuvers
• Use and interpret information related to physiologic phe-
nomena generated from diagnostic tools
Motor
• Possess psychomotor skills necessary to provide or assist in
holistic PA care and perform or assist with procedures and
treatments
• Practice in a safe manner and appropriately provide PA care
and assessment in emergencies and life support procedures
and perform universal precautions against contamination
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Communication
• Communicate eectively and sensitively with patients
and families
• Communicate eectively and sensitively with patients
and families
• Communicate eectively with faculty, preceptors and all
members of the health care team during practicum and
other learning experiences
• Accurately elicit information, including a medical history
and other information to adequately and eectively evalu-
ate a population’s, client’s or patient’s condition
Intellectual Ability
• Measure, calculate, reason, analyze and synthesize
data related to diagnosis and treatment of patients and
populations
• Exercise proper judgment and complete responsibilities in
a timely and accurate manner according to the PA role
• Synthesize information, problem-solve and think criti-
cally to judge the most appropriate theory, assessment or
treatment strategy
Behavioral
• Maintain mature, sensitive, eective relationships with
clients/patients, families, students, faculty, sta, precep-
tors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in
need
• Possess emotional stability to function under stress and
adapt to rapidly changing environments inherent to the
classroom and practice settings
Character
• Demonstration of concern for others, integrity, account-
ability, interest and motivation are necessary personal
qualities
• Demonstrate intent and desire to follow the Rush
University and Physician Assistant code of ethics
The technical standards delineated above must be met with
or without accommodation. Students who, after review of
the technical standards, determine they require accommo-
dation to fully engage in the program, should contact the
Oice of Student Accessibility Services at (www.rushu.rush.
edu/oice-student-accessibility -services) to confidentially
discuss their accommodations needs. Given the clinical
nature of our programs, time may be needed to implement
accommodations. Accommodations are never retroactive;
therefore, timely requests are essential and encouraged.
Physician Assistant Studies (MS):
Curriculum
Phase I: Coursework
Summer Term Credits Hours
PHA-510 Human Physiology 2
PHA-511 Human Anatomy 4
PHA-512 History and Physical Examination 3
PHA-513 PA Professionalism & Practice I 2
PHA-514 Clinical Medicine I 4
PHA-515 Diagnostic Methods 1
Fall Term Credit Hours
PHA-520 Principles of Clinical Pharmacology I 3
PHA-521 Research and Statistics 2
PHA-522 Diagnostic Reasoning I 2
PHA-523 Professionalism & Practice II 2
PHA-524 Clinical Medicine II 6
PHA-525 Principles of Advanced Practice I 2
Spring Term Credit Hours
PHA-530 Principles of Clinical Pharmacology II 3
PHA-532 Diagnostic Reasoning II 2
PHA-533 Professionalism & Practice III 2
PHA-534 Clinical Medicine III 6
PHA-535 Principles of Advanced Practice II 2
PHA-536 Emergency & Surgical Medicine 2
Phase II: Clinical Rotation Courses
PHA-581 Family Medicine 4
PHA-582 Internal Medicine I 4
PHA-583 Internal Medicine II 4
PHA-584 General Surgery I 4
PHA-585 General Surgery II 4
PHA-586 Women’s Health 4
PHA-587 Pediatrics 4
PHA-588 Behavioral Health 4
PHA-589 Long-Term Care/Geriatrics 4
PHA-590 Emergency Medicine 4
PHA-591 Elective I 4
PHA-592 Elective Rotation II 4
Phase III: Advanced Clinical Rotation Courses
Summer Term Credits Hours
PHA-593 Advanced Clinical Practice I 15
PHA-595 Master’s Research Project I 1
Fall Term Credit Hours
PHA-594 Advanced Clinical Practice II 15
PHA-596 Master’s Research Project II 1
Program Total: 130
Rush University
The Graduate College
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Welcome to the Graduate College
At Rush University Graduate College, we have created an environment that
fosters innovation through an interdisciplinary approach to scientific discov-
ery. Our students not only learn leading-edge scientific techniques but also,
perhaps more importantly, critical thinking and analytical problem-solving
skills that will serve them no matter their next steps after earning their MS
or PhD. Students who select the Graduate College as their home for gradu-
ate education are committed to scientific advancement through research
and will become next-generation thought leaders. Through rigorous training,
customized curricula, and hands-on experience, students will become alumni
who have strong connections and networks and are well-prepared to enter
the scientific and clinical workforce where they will solve complex problems
and lead organizations that will chart the future.
Strong networks. Rush University has a network of over 16,000 alumni throughout the world.
They work in academic and corporate settings, successfully compete for funding, train the next
generation of researchers and educators, and make discoveries that enhance human health.
Thus, we are building a strong community with robust student-alumni relations that will enable
current students to access Rush’s Alumni Association programming to advance their career and
professional development while allowing alumni to tap into our stream of newly minted gradu-
ates poised to accelerate progress.
Customized and personal. The Graduate College oers doctoral and master’s programs that
allow you to choose the track and coursework that complements your research interests. Small
class sizes give you a greater opportunity to ask questions, participate in discussions, and
provide curricular flexibility based on the needs and desires of each class. You will really get to
know the faculty and be exposed to their research while learning about their experiences and
networks in clinical and basic biomedical research settings.
Outcomes. The success of the Graduate College’s approach to the training of its students
can be measured by alumni outcomes. Over 60 percent of Graduate College’s doctoral alumni
remain in research or research-related careers. Further, more than 90 percent of the Graduate
College’s master’s graduates have entered professional school, doctoral programs, or found
employment in a research career within three months of graduation.
At Rush Graduate College we have great educational programs, engaging faculty, and leading-
edge research. I hope you will consider joining an MS or PhD program at the Graduate College
where you can be a part of the solution to clinical and biomedical problems that will ultimately
improve human health. Contact us to learn more about the education and programs at the
Graduate College.
Andrew Bean, PhD
Dean
The Graduate College:
Mission, Vision and Philosophy
Mission
The mission of the Graduate College at Rush University is to
enhance the intellectual life of Rush University by providing
students with expertise in their chosen fields, creativity to
cross disciplinary boundaries, courage to challenge con-
vention and confidence to ask unexpected questions and
articulate new perspectives. The Graduate College provides
a fertile environment where trainees refine their critical and
analytical thinking and problem-solving skills, embrace a
collaborative approach to problem solving, address criti-
cal biomedical problems strategically and advance medical
science. To this end, the Graduate College will: 1) collaborate
with our partners at other Rush colleges to provide broadly
based graduate education that supports the research and
scholarship of students, faculty and the University as a
whole; 2) foster an inclusive environment to ensure the
educational benefit that can only come from diversity across
the academic community; 3) emphasize the critical role of
graduate education to the mission of the research university;
4) prepare our graduates for success in competitive national
and global economies by providing contemporary profes-
sional development and career planning resources.
Vision
The Graduate College provides strategic leadership and
administrative and academic structures within which a
diverse group of students and faculty find the support and
encouragement to advance academic excellence through
innovative scholarship, research, teaching and programming.
Philosophy
Rush University provides outstanding health sciences
education and conducts impactful research in a culture of
inclusion, focused on the promotion and preservation of the
health and well-being of our diverse communities.
The Graduate College was established in 1981 and provides
opportunities for students to work with nationally recog-
nized faculty while earning graduate degrees in basic and
clinical sciences. The Graduate College curricula is inter-
disciplinary. All graduate students participate in a common,
integrated first year curriculum that explores the shared
foundations of biomedical sciences. This approach leverages
student interactions, interests across biomedical sciences,
team-based research training.
The Graduate College:
Program Organization
Integrated Biomedical Sciences Doctor of
Philosophy Program
The PhD in integrated biomedical sciences is designed to
educate science professionals for leadership in research and
academic positions, as well as to provide career path educa-
tion relevant to their specialized fields. Since collaborative
interdisciplinary teams of scientists perform most biomedi-
cal research, our doctoral program emphasizes an integrated
interdisciplinary approach to biomedical research. Graduates
of this program will perform high-quality, impactful bio-
medical research at colleges and universities, government
agencies, hospitals and nonprofit agencies and in industry.
Students in the program will work with faculty and scientists
to generate new knowledge in the fields of biomedicine
using sophisticated research methods. As a part of the
program, students are required to demonstrate their knowl-
edge of core and concentration-specific courses and pass
a comprehensive preliminary examination based on their
research proposal. They will design and conduct research
that culminates in a dissertation, and they will disseminate
their scientific findings through scholarly publications and
presentations.
Nursing Science Doctor of Philosophy Program
The Nursing Science Doctor of Philosophy Program pre-
pares students to be a clinical researcher who advances
the nursing care of individuals and communities through
scientific discovery.
This program will help students do the following:
• Integrate knowledge from biological, behavioral and clini-
cal sciences
• Perform clinical research that contributes to the scientific
basis of care provided to individuals across the lifespan,
and in any setting where care is provided
• Gain the leadership skills necessary to serve as a senior
academician and influence health care systems and policy
• Develop and submit manuscripts for publication
A three-year accelerated plan of study is available to quali-
fied students. Accelerated students are given full-tuition
support and a stipend.
Learn about additional scholarships and research support
for PhD students here.
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This program is delivered by the College of Nursing faculty
in conjunction with the Graduate College. The full descrip-
tion of the doctorate is provided at www.rushu.rush.edu/
college-nursing/programs-admissions/nursing-science-phd
Health Sciences Doctor of Philosophy Program
The program of study for the Doctor of Philosophy degree
involves a rigorous curriculum that emphasizes funda-
mentals and advanced concepts in leadership, education,
research and professional development. The guiding princi-
pal of the curricular design is three-fold and presented in a
continuum of foundations (theory), application (real world
problem resolution) and vision (synthesis and creative/criti-
cal forward thinking regarding the future trajectory of health
care). First, an epistemological framework is established
associated with leadership, education and research. The cur-
riculum then challenges the learners to address real-world
applications through focused seminar courses and learner-
centered projects. The curriculum culminates with challeng-
ing the learner’s axiological considerations through research,
demonstration projects, dissertation focus, ownership of
learning and philosophical challenges to the status quo.
Transition to doctoral candidate occurs upon success-
fully completing all core courses, passing a comprehensive
qualifying examination and approval of dissertation proposal.
Doctoral candidates conduct research and publish under the
guidance and supervision of a research mentor.
Program Objectives
To produce scholars who will:
1. Generate new knowledge and innovative applications
through research
2. Disseminate knowledge through education and
publications
3. Shape the future of health sciences through leadership
and cooperation
4. Produce scholars who will uphold the highest ideals of
health sciences
This program is delivered by the College of Health Sciences
faculty in conjunction with the Graduate College. The full
description of the doctorate is provided at www.rushu.
rush.edu/college-health-sciences/academic-programs/
doctor-philosophy-health-sciences.
Integrated Biomedical Sciences Master’s of
Science Program
The MS in Integrated Biomedical Sciences (IBS) is a research
master’s degree that will introduce students to the scien-
tific approach and provide an opportunity for the student to
pursue a directed research project. Graduates will be pre-
pared to perform advanced biomedical research at colleges
and universities, government agencies, hospitals, non-profit
agencies and industry. Our integrated program emphasizes
an interdisciplinary approach to biomedical education and
research. Students in the program will work with faculty to
generate new knowledge in biomedicine using sophisticated
research methods and approaches.
Students can choose research experiences and advisers
from among the many qualified faculty from Rush University
Medical Center’s academic and clinical departments.
Biotechnology Master’s of Science Program
The Master of Science in Biotechnology (BTN) is a non-thesis
research and laboratory training program designed to prepare
the student for careers in research-related fields, education
and/or graduate or professional school. This flexible degree
program is designed for students with earned Bachelor’s
degrees that are interested in furthering their scientific
education. The customized curriculum helps students meet
their career and professional goals. There are three tracks in
the Program including: 1. Pre-professional, 2. Research and 3.
Education. Students will participate in hands-on laboratory
courses designed to cover the common and most important
techniques and methods employed in research today. The
program director, in consultation with the Graduate College
dean, has oversight of the program and its faculty. The
program director is responsible for the implementation of
program goals and assessment of student learning outcomes.
Clinical Research Master’s of Science Program
The Master of Science in Clinical Research (MSCR) is a rigor-
ous program that meets the needs of health professionals
engaged in the full spectrum of patient-oriented research.
This flexible and personalized degree program is designed
for a variety of students including: those who seek to under-
stand, and/or conduct, supervise, co-ordinate varied aspects
of clinical research (including clinical trials). These students
may be physicians, researchers and research study person-
nel (research nurses; study coordinators; managers in clinical
research and site management organizations (CROs and
SROs); and bachelors prepared individuals with interests in
applied clinical research in the pharmaceutical, biotechnology
and medical device industries.
The Graduate College:
Admission Requirements
The Graduate College prepares students for Master’s of
Science and Doctor of Philosophy degrees. An undergradu-
ate record of scholastic excellence is an important back-
ground for the Graduate College experience. The process of
application review includes a search for evidence of creativ-
ity and scholarly potential in the applicant. The Graduate
College also values diversity of thought, ability, expertise,
and background, and therefore seeks to admit thought
leaders that will solve complex problems related to human
health. Thus, the Graduate College uses the following guide-
lines to evaluate candidates for admission.
Application Deadlines:
Doctor of Philosophy Programs
• Health Sciences (Jan. 1)
• Integrated Biomedical Sciences (Jan. 4)
• Nursing Science (Jan. 2)
Master’s of Science Programs
• Biotechnology (Rolling admission for fall and
spring terms)
• Clinical Research (Rolling admission for fall and
spring terms)
• Integrated Biomedical Sciences (May 1)
International students may have earlier deadlines. Please
check with the Graduate College Admissions Oice early in
the application process.
1. Application form - The application must be submitted by
the deadline.
2. Statement of purpose - Describes the past and current
research interests as they pertain to graduate school in
the biomedical sciences.
3. Curriculum vitae - Includes academic honors, awards
received in college and/or graduate school, employment
history, internships, summer research programs, educa-
tion history, etc.
4. Three letters of recommendation - Recommendation let-
ters should come from professional or academic sources.
Letters must be on oicial letterhead and uploaded by
the online application by recommenders.
5. Standardized test scores - Applicants applying to the
Doctor of Philosophy and Master’s of Science programs
in Integrated Biomedical Sciences are required to submit
GRE scores. MCAT, DAT, PCAT, or USMLE scores are
accepted in lieu of GRE for Biotechnology and Clinical
Research master’s programs. Applicants with an inter-
national medical degree must submit USMLE Step 1 and
Step 2 scores.
6. Oicial transcript(s) - Applicants must hold a bachelor’s
degree from an accredited institution. Students with
an international degree must submit oicial transcripts
and a course-by-course evaluation from Educational
Credential Evaluators (ECE).FL scores must be submitted
for international applicants who have received a diploma
from a university at which English is not the language of
instruction.
7. TOEFL scores - TOEFL scores must be submitted for
international applicants who have received a diploma
from a university at which English is not the language of
instruction. TOEFL scores will be waived for non-native
English speakers who have completed a bachelor’s
degree or higher from a US accredited institution and
have demonstrated language proficiency supported by
the interview.
8. An interview with Graduate College faculty is required
for Integrated Biomedical Sciences Doctor of Philosophy
candidates.
9. Applicant fee - A $50 application fee is required to sub-
mit the application.
Non-degree Students: Non-degree students may take
selected courses but are not candidates for advanced
degrees. Upon approval by a course director, any individual
may audit a course.
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The Graduate College:
Shared Curricula
Some Graduate College courses are shared by more than
one program. The curriculum is designed to provide basic
knowledge base deemed necessary to become successful
in science. The Graduate College shared curricula elements
provide introductory training in molecular genetics, genom-
ics, cellular biochemistry, cell biology and tissue biology.
Students will learn basic theories underlying modern sci-
entific techniques. Courses in ethics, scientific writing and
basic statistics are key components of the curriculum and
can be selected from the list below.
The following courses comprise the Graduate College
shared curriculum:
• GCC - 501 Molecular Biology: Genome to Proteome
• GCC - 502 Cellular Biochemistry: Proteins, Transport
and Signaling
• GCC - 503 Functional Cell Biology
• GCC - 504 Functional Tissue Biology
• GCC - 505 Techniques in Biomedical Sciences
• GCC - 506 Research Ethics
• GCC - 546 Principles of Biostatistics I
• GCC - 547 Principles of Biostatistics II
• GCC - 548 Bioinformatics I
• GCC - 549 Bioinformatics II
• GCC - 551 Ethics in Biomedical Research and the IRB
• GCC - 593 Introduction to Grantsmanship
The Graduate College:
Master’s of Science and
Doctor of Philosophy Degrees
Doctor of Philosophy
The Doctor of Philosophy (PhD) is the highest degree
conferred by Rush University. The Doctor of Philosophy
is awarded in recognition of high achievement in a par-
ticular field of scientific research as evidenced by sub-
mission of a dissertation that demonstrates independent
investigation and contributes new information to the body
of existing knowledge. The PhD program integrated and
research; oriented; it should culminate in a work of literary
and scholarly merit, which is indicative of the candidate’s
ability to conduct original research in a recognized spe-
cialty. Specifically the program is composed of formal
courses, guided individual study in a chosen field or disci-
pline; cognate subjects recommended by the candidate’s
advisory committee, original research that serves as the
basis of scientific publication and a scholarly dissertation. A
first-authored scientific manuscript of the student’s original
research is a degree requirement.
Admission to Candidacy
Admission to candidacy is evidence that the doctoral stu-
dent has successfully completed all preliminary coursework
and is prepared to move into the intensive research experi-
ence. Depending upon the requirements of the Program,
these exams will test accumulated knowledge, scientific rea-
soning and the ability to critically and analytically thinking.
Admission to candidacy is a demonstration of confidence
that the student will successfully accomplish the remaining
requirements of the program. Students failing to achieve
admission to candidacy may apply the coursework and com-
pleted research toward a related Master’s of Science degree.
Dissertation
A doctoral student must complete a dissertation. This docu-
ment is developed through faculty-guided independent
research projects. The dissertation must be original and
cannot have been used to meet the requirement of any other
degree, either at Rush University or any other university.
Each student will have a Dissertation or Advisory Committee
whose role is to assure that the student’s dissertation is
of high quality and meets the standards of the Program
and the College for originality, contribution to the field and
scholarly presentation. The Committee is also to assure that
the student is making satisfactory progress toward comple-
tion of the degree. The Committee is chosen by the student
in conjunction with the student’s primary adviser and should
consist of at least five total members. The composition
of this committee should be approved by the Academic
Standards Committee and should comply with any specific
requirements of the Graduate College. Advisory Committee
members must be members of the Graduate College. At
least one member of the committee should be external
to Rush University. Once the Committee convenes, it will
choose a chairperson who cannot be the student’s primary
adviser. In addition to the five committee members, the
program director will serve as an ex oicio member of the
Committee.
The public defense will be comprised of a public one-hour
lecture attended by the Dissertation Committee and faculty
and students of the University. The Dissertation Committee
then meets in closed session to examine the candidate and
approve the dissertation. Typically the meeting immedi-
ately follows the public lecture. The Committee strives for
a consensus, but the dissertation can be approved over the
objections of a single committee member.
Master of Science
The Master’s of Science degree is designed to enhance the
scientific and professional preparation of students aspiring
for a career in the health professions or in a related field
requiring graduate level biomedical sciences. Students will
bolster their preparation for further study or entry into the
biomedical workforce by completing a rigorous combination
of multidisciplinary graduate level coursework, immersive
experiential learning, individualized electives, advising and
professional development.
The College oers two types of Master’s of Science degrees:
thesis and non-thesis. The Integrated Biomedical Sciences
and Clinical Research Master’s of Science programs are the-
sis-requiring and traditionally take five terms to complete.
The Biotechnology Master’s of Science degree is a two-term,
non-thesis accelerated program designed to provide labora-
tory and research skills at the graduate level.
Thesis
The thesis is a record of the research experience of the stu-
dent and must be original work with the potential to be pub-
lished in a peer-reviewed journal. The student will identify an
area of interest and submit the name of a potential adviser
to the Academic Standards Committee for approval.
After the student selects a research adviser and begins
to collect preliminary data, the student and adviser will
select an Advisory Committee. This Committee will advise
the student and evaluate their proposal and thesis docu-
ments. The Committee will consist of the adviser and two
additional Graduate College faculty members. Committee
members should be familiar with either the research area or
crucial technical aspects of the student’s project. Committee
members are intended to be a resource for the student and
their adviser to enhance didactic and technical knowledge
towards the completion of the student’s project. Upon
completion of the thesis, the student will present their find-
ings in a public forum open to the University community. All
voting members of the Committee must approve the thesis
document and certify that the student has completed all
requirement for the Master’s of Science degree.
The Graduate College:
Academic Policies
The Graduate College follows University-wide policies
and procedures and reviews Program-specific regulations.
However, The Graduate College reserves the right to make
substantive changes in its Programs after a student has
matriculated. Students will be informed in writing if any
requirements are changed. Students re-entering the college
after an absence will be guided by policies and procedures
in eect at the time of re-entry.
Examination Policy
It is the responsibility of the individual course director to
inform students about the examination requirements for
their course. A period at the end of the term is provided for
final examinations; however, any form of assessment can be
conducted at any week of the semester. This information will
be included in the course schedule and syllabus.
Pass/No Pass Grades
Required courses are taken for a letter grade and not under
the pass/no pass (P/N) option. Research hours are generally
graded using the P/N option.
Good Academic Standing
To remain in good academic standing, students must earn
a B (3.0) or better in core and cognate courses, meet the
requirements of their Program and maintain a cumulative
3.0 GPA. A student must be in good academic standing to
be admitted to candidacy and to graduate. Students who fail
to remediate their deficiencies within one academic term or
are placed on probationary status a third time, are subject to
dismissal by the Graduate College.
Academic Diiculty
The responsibility to inform students of their academic defi-
ciencies and for establishing conditions to remedy said defi-
ciencies and regain good academic standing resides within
the Graduate College. The program director also monitors
the progress and promotion of students and gives approval
to award students’ degrees.
Dismissal
Recommendations for student dismissal are initiated by
the programs or the Graduate College and follow the Rush
University process. Should a program recommend the dis-
missal of a student, the program director will forward such
recommendation to the Academic Standards Committee for
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final recommendation to the dean. Letters of dismissal come
from the dean. Appeal of a dismissal action begins within the
appropriate program.
Full-time Enrollment
Full-time enrollment is required of all Graduate College stu-
dents with the exception of the Clinical Research, Nursing
Science and Health Sciences students. Full-time students
must register for at least nine term hours each term or at
least two term hours when enrolled in thesis and disserta-
tion research courses. Students receiving a thesis-based
Master’s degree from the Graduate College as a full-time
student must be enrolled for all terms between their
matriculation and graduation. At the time of graduation, the
student must be enrolled in the College.
Extension of Program
Doctor of Philosophy (PhD) candidates are expected to
meet all requirements for graduation within five enrolled
academic years in the Graduate College (excluding leaves of
absence). This period begins with the term in which the stu-
dent formally matriculates. Exceptions to the time limitation
must be submitted to the Academic Standards Committee in
writing. The request must identify the reasons for the exten-
sion and provide a written plan with reasonable deadlines for
completion. This document will be co-signed by the stu-
dent’s research adviser and program director. The Academic
Standards Committee will vote on the extension (simple
majority) as a recommendation to the dean of the Graduate
College. If the extension is approved, the student’s adviser
will then provide an update on the student’s progress after
six months. One year after the extension is granted the
student is expected to complete all requirements. A second
request may be made by the student’s adviser and program
director, but will be approved for a recommendation to the
dean of the Graduate College by a two-thirds majority of the
voting members present at a formal hearing of the Academic
Standards Committee. Within one year of that second
request, the student must complete all requirements for the
Doctor of Philosophy degree or face dismissal. Alternatively,
the student may be awarded a Master’s of Science degree
upon the recommendation of the student’s graduate
program.
Readmission
Any student who has withdrawn from the University or
any dismissed student may apply for admission to the
Graduate College. A re-entering student must meet the
conditions for re-enrollment, and all policies, requirements,
including course sequence in eect at the time of re-entry.
Application deadlines may vary by program.
Academic Progression
The Graduate Programs, in concert with the rules of the
College and Rush University, develops specific regulations
governing the process that results in final awarding of
the degree. While such regulations dier slightly from one
program to another, the Academic Standards Committee
reviews the regulations of each program for approval.
Programs must be explicit and clear about regulations
concerning academic policies and procedures surrounding
qualifying, preliminary, and final examinations when they
are required. Programs must provide candidates with the
support needed to plan and conduct thesis/dissertation
research. Students must become familiar with the regula-
tions and expectations of their chosen program. These
regulations and expectations are included in this catalog
within the sections devoted to each program. The student is
responsible for understanding the regulations, and moni-
toring changes that may occur during their tenure in the
program.
Student Academic Appeals Policy
Any student in the Graduate College may appeal a final
course grade, failure on a preliminary or comprehensive
examination, or failure of the thesis or dissertation that
results in his or her academic probation or dismissal from
the University. A student may also appeal an unreasonable
delay in his or her graduation from the University. No other
issues may be appealed through this process.
The process for filing an appeal will be completed within
one term. If a resolution cannot be achieved at the Program
level, the procedure outlined below should be followed.
At any step in the process, the student may withdraw the
appeal by written notification to the dean. In the event of a
dismissal decision, a student may continue to enroll until the
appeal process is completed or the student withdraws the
appeal.
Step 1: If the student wishes to appeal the decision beyond
the program, within two weeks of receiving a decision from
the program, the student will submit a written statement to
the Academic Standards Committee requesting consider-
ation of his or her case by an advisory panel. The student
must provide the following in the written statement:
• Course number and grade being appealed or other cause
for probation or dismissal, i.e., failure of preliminary or
comprehensive examination, or thesis or dissertation
• Action being requested
• Justification for the request
• An outline of the eorts and actions already taken to
obtain consideration of the request
The student will send copies of this communication to the
Academic Standards Committee. In addition, if a course
grade is being appealed, the student will send a copy to the
course director. If the evaluation of a thesis or dissertation is
being appealed, the student will send a copy to the chair-
person of the thesis or dissertation committee. The advisory
panel will be the Academic Standards Committee.
Step 2: Within two weeks after notification to the Academic
Standards Committee, the committee will meet to review
the appeal, and submit a written recommendation to the
Associate Dean.
Step 3: Within two weeks following receipt of the recommen-
dation from the Academic Standards Committee and upon
discussion with the student and with others as appropriate,
the Associate Dean shall reach a final decision and notify
each party of the decision.
If the student wishes to appeal the decision of the associate
dean, they may appeal to the Graduate College Council who
will consider the evidence and render a recommendation to
the Dean regarding the appeal. The decision of the dean
is final. If the Dean recuses themselves from the appeal
process, the recommendation of the Graduate College
Council on the appeal will be rendered by the Provost or
their designee.
Academic Honesty and Student Conduct
The Graduate College and its programs follow the University
policies on academic honesty and the University statement
on student conduct. Each student is expected to conduct
themself at all times in a professional manner — a manner
which conforms to the ethics of the profession and which
instills confidence in one’s abilities as a working scientist.
Irresponsible, unprofessional or unethical behavior, as deter-
mined by the Graduate College Honor Code Committee may
result in dismissal from the program. The College and its
programs will not condone cheating in any form. Allegations
of cheating will be reviewed by the program director with the
help of an ad hoc committee. If merited, the report will be
forwarded to the Graduate College Honor Code Committee.
Rush University Academic Policies
The Academic Resources and Policies section of this catalog
contains additional Rush University academic policies.
This Rush University catalog also details the policies
regarding inclusion of minorities and those with disabili-
ties, as well as the policies and procedures for reporting
harassment. Students who may need special accommoda-
tions can access this information at www.rushu.rush.edu/
oice-student-accessibility-services.
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The Graduate College
Academic Programs
Biotechnology (MS)
Clinical Research (MS)
Integrated Biomedical Sciences (PhD)
Integrated Biomedical Sciences (MS)
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Biotechnology (MS)
Master of Science
Biotechnology (MS)
Program Overview
The Master of Science in Biotechnology (BTN) is a non-
thesis research and laboratory training program designed
to prepare the student for careers in research-related
fields, education, and/or graduate or professional school.
This flexible degree program is designed for students with
earned bachelor’s degrees that are interested in furthering
their scientific education. The customized curriculum helps
students meet their career and professional goals. There are
three tracks in the program including: 1. Pre-professional,
2. Research, and 3. Education. Students will participate in
hands-on laboratory courses designed to cover the common
and most important techniques and methods employed in
research today. The program director, in consultation with
the Graduate College dean, has oversight of the program
and its faculty. The program director is responsible for the
implementation of program goals and assessment of student
learning outcomes.
Biotechnology (MS): Academic Policies
Academic Standing
To maintain good academic standing all Biotechnology
students must have a cumulative 3.0 grade-point average at
the time of program completion. Any student who falls below
this academic standard will be considered to be in academic
diiculty. A student in academic diiculty is not eligible for
graduation.
Graduate College/Rush University Academic
Policies
Academic policies specific to the Graduate College are
located earlier in this catalog. In addition, the Academic
Resources and Policies section of this catalog contains Rush
University academic policies.
Biotechnology (MS): Curriculum
Degree Requirements
The program consists of three components:
• Minimum of 34 graduate credits
• Track components
– 1. Pre-professional: Human Anatomy, standardized test
preparation and test anxiety workshops, and experien-
tial opportunities
– 2. Research: Capstone independent research project,
internship/practicum
– 3. Education: Capstone independent research project,
internship/practicum
Courses in the following subject areas are required (34 total
credit hours):
• Biomedical informatics
• Biostatistics
• Molecular Biology
• Biochemistry
• Cell Biology
• Career Professional Development
• Pre-professional Track: Professional school preparation,
experiential learning and graduate Human Anatomy
• Research Track: Internship/practicum, and Capstone
• Education Track: Internship/practicum, and Capstone
It is the student’s responsibility to register for all core
courses that are oered within a given term to fulfill
Program requirements. The following are courses that meet
the course requirements listed above:
BTN-523 Career Planning 1
BTN-531 Laboratory Techniques I 2
BTN-532 Laboratory Techniques II 2
BTN-533 Laboratory Techniques III 2
BTN-534 Laboratory Techniques IV 2
GCC-501 Molecular Bio: Genome/Proteome 3
GCC-502 Cell Biochem: Pro, Trans, Signl 3
GCC-503 Functional Cell Biology 1
GCC-506 Biomedical Ethics 1
GCC-546 Principles of Biostatistics I 2
GCC-547 Principles of Biostatistics II 2
GCC-548 Bioinformatics 1
GCC-549 Bioinformatics II 1
BTN-537 Research Capstone 4
GCC-590 Graduate Human Anatomy 5
GCC-900 Independent Study 1-9
Program Total: 34
Required Courses for All Students (23 credits)
Additional Courses dependent on track choice
Internship Practicum
Students who choose to participate in an internship/practi-
cum in addition to their didactic and capstone projects. If
students choose to participate in an internship/practicum, a
minimum of eight weeks of participation is required for com-
pletion of this requirement and will typically be conducted
in the spring semester. The goal of the internship/practicum
component is to provide the student hands-on exposure to
research in a variety of environments. The student will work
with a mentor and will be actively involved in the develop-
ment, execution and evaluation of a research project or an
aspect of research-related activity. During the internship/
practicum, the student will be exposed to research-related
activities that are aligned with the career goals of the stu-
dent. For example, a student in the pre-professional track
may shadow physicians, while those in the research track will
conduct an independent project in a faculty mentors lab, and
those students in the education track may perform indepen-
dent research focused on projects that are transferrable to
the classroom.
The internship/practicum may be completed with a men-
tor who is actively conducting research studies within
a research or hospital setting. A practicum may also be
performed under the direction of a professional within a
drug, device, or biotechnology company, a clinical research
organization (CRO) or site management organization (SMO).
Capstone Research
Students in the Research and Education tracks of the BTN
program are required to complete a capstone project that
provides a culminating experience and applies the principles
and methods learned in the coursework to an independent
research project. Students generally identify their mentor
and develop their research proposal between the first and
second semesters. The research project must involve the
analysis and interpretation of data. Students are encour-
aged, but are not required, to conduct primary data collec-
tion. Students will present their capstone projects in a public
presentation that includes their capstone mentor, BTN
students, and faculty members, and any other interested
parties.
Students are allowed to take one elective course from Graduate College course oerings per term. No transfer credits from
other Rush University Colleges or other institutions will be accepted.
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Clinical Research (MS): Academic
Policies
Academic Standing
Students must earn a 3.0 or above in core courses, earn
a pass in courses with a pass/no pass option, meet the
requirements of their program and maintain a cumulative
3.0 grade-point average at the end of each term to remain
in good academic standing. Any student who falls below
this academic standard are academically deficient and not
eligible for graduation. Failure to remediate deficiencies
within one academic semester can result in dismissal by the
Graduate College.
Graduate College/Rush University Academic
Policies
Academic policies specific to the Graduate College are
located earlier in this catalog. In addition, the Academic
Resources and Policies section of this catalog contains Rush
University academic policies.
Clinical Research (MS): Curriculum
Degree Requirements
The program consists of three components:
• Minimum of 32 graduate credits
• Capstone clinical research project resulting in a written
research paper document
• Oral presentation/defense
Master of Science in Clinical Research curriculum:
There is a core curriculum (20 credits) that is supplemented
with additional didactic, experiential, and research options
(12 credits). Curriculum in the following subject areas is
required:
• Bioinformatics
• Biostatistics
• Capstone/Thesis Research
• Clinical Research Design
• Ethics, Regulatory, and Compliance for Clinical Research
• Healthcare Outcomes
Transfer credits from other Rush University Colleges or
other institutions will be accepted upon approval of the
program director.
The following courses are examples of courses that meet the
core subject area requirements listed above:
Master of Science
Clinical Research (MS)
Program Overview
The Master of Science in Clinical Research (MSCR) is a
rigorous program that meets the needs of health profes-
sionals engaged in the full spectrum of patient-oriented
research. This flexible and personalized degree program is
designed for a variety of students including: those who seek
to understand, and/or conduct, supervise, co-ordinate varied
aspects of clinical research (including clinical trials). These
students may be physicians, researchers and research study
personnel (research nurses; study coordinators; managers in
clinical research and site management organizations (CROs
and SROs); and bachelors prepared individuals with interests
in applied clinical research in the pharmaceutical, biotech-
nology, and medical device industries.
Upon completion of the MS in Clinical Research, students
are expected to:
1. Demonstrate the ability to design and conduct clinical
research, analyze data, and interpret results to answer
research question
2. Demonstrate the ability to read and critique the clinical
research literature
3. Present clinical research findings (from literature and/or
their own research) to peers
Our mission is to provide students with a rigorous academic
experience, and hands-on exposure to and practical experi-
ence in clinical research. MSCR graduates will be prepared
to enter the workforce as competently trained clinical
research professionals.
LEAP Funding
Rush employees can qualify for tuition reimbursement
through the Linking Education and Performance, or LEAP,
program. Contact your benefits specialist for LEAP benefit
and qualification information. John H. Stroger, Jr. Hospital of
Cook County ailiates can qualify for a reduced tuition rate.
CRE-556 Clinical Research Design 4
GCC-546 Principles of Biostatistics I 2
GCC-548 Bioinformatics 1
GCC-551 Ethics and IRB 2
PVM-553 Observational Epidemiology 1
PHR-556 Tools for Research 1
CRE-900 Independent Study 1-9
GCC-552 Intro to Regulatory Process 2
CRE-559 Readings in Special Populations 1
GCC-547 Principles of Biostatistics II 2
GCC-549 Bioinformatics II 1
GCC-593 Introduction to Grantsmanship 1
CRE-597 Thesis Research 1-9
Example Curricula
The program curricula is personalized and will depend on
the prior training and interests of each student.
The following are examples of curricula choices:
Track 1. Clinically-trained students that are interested in
becoming physician-researchers might choose to enroll in:
1. Tools for Research
2. Biostatistics I (and II)
3. Bioinformatics I (and II)
4. Ethics and IRB
5. Clinical Trials I and II
6. Introduction to Grantsmanship
7. Epidemiology
8. Readings in Special Populations
9. Healthcare Outcomes
Track 2. A student interested in Analytics focusing on
Quality, Safety and Value might choose:
1. Tools for Research
2. Biostatistics I (and II)
3. Bioinformatics I (and II)
4. Clinical Trials I and II
5. Ethics and IRB
6. Introduction to Grantsmanship
7. Epidemiology
8. Healthcare Outcomes
Track 3. Non-clinically trained students interested in becom-
ing a clinical research professional might choose:
1. Tools for Research
2. Biostatistics I (and II)
3. Bioinformatics I (and II)
4. Clinical Trials I and II
5. Ethics and IRB
6. Intro to Regulatory Process
7. Epidemiology
8. Readings in Special Populations
9. Practicum in Clinical Research
Practicum
Students can choose to participate in an optional practicum
or independent study in clinical research in addition to their
capstone/thesis research project. The goal of the practi-
cum is to provide the student hands-on exposure to clinical
research. The student will work with a mentor and will be
actively involved in the development, execution and evalu-
ation of a clinical research project or projects. During the
internship/practicum, the student will be exposed to a vari-
ety of research activities that may include: clinical research
planning, protocol preparation, interaction with Institutional
Review Boards, regulatory requirements, selection of sub-
jects/patients for the clinical trial, study monitoring and data
analysis. The practicum may be completed with a mentor
who is actively conducting clinical research studies within a
clinical research or hospital setting. It may also be performed
under the direction of a clinical research professional within
a drug, device or biotechnology company, a clinical research
organization (CRO) or site management organization (SMO)
actively involved in clinical trials. A minimum of eight weeks
of participation is required for completion of the practicum
course.
Required Core Courses (20 credits)
Students are required to complete 20 credits of core course-
work. This includes all of the following courses:
(Note: CRE-900 is a variable credit course. Clinical Research
students must take a minimum of 4 credits of CRE-900 to
earn their degree.)
Students also select an additional 5 credits of coursework
from the following courses. Students select courses based
on their specific career goals:
Additional Required Coursework (12 credits)
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Capstone/Thesis Research
Students in the MSCR program are required to complete a
capstone/thesis that provides a culminating experience and
applies the principles and methods learned in the course-
work to a real-life research project. The goal of the capstone/
thesis is to demonstrate the student’s understanding of the
clinical research process from both a theoretical and a practi-
cal point of view. Students can conduct their thesis research
in a wide variety of settings including, but not limited to, aca-
demia, biotechnology, pharmaceutical or device companies.
Students generally identify their mentor and advisory com-
mittee, and develop their research proposal while they are
completing their coursework. The research project must
involve the analysis and interpretation of data. Students are
encouraged but are not required to conduct primary data col-
lection (e.g. preexisting patient health information). Students
must meet with their advisory committee at least once every
six months, and the committee is responsible for reviewing
and approving the capstone/thesis. Once approved, the stu-
dent defends the thesis in a 45-minute public defense that
includes their committee, capstone mentor, MSCR students
and faculty members and any other interested parties. The
public defense is immediately followed by a closed-door
defense with their committee only. The purpose of the oral
presentation is to demonstrate the student’s ability to (1)
clearly describe the research topic, methods and results;
(2) demonstrate their understanding of study design and
analytic principles and methods; and (3) place their research
into a clinical context.
All students will be required to submit the capstone/thesis
to ProQuest to be eligible for graduation. All students are
encouraged to formulate their original research into a scien-
tific journal article and submit the manuscript as a publica-
tion in a peer-reviewed journal.
Course of Study
The MSCR Program can be completed either part-time or
full-time depending on the goals of the student. Courses will
take place either online, asynchronously, or in the late after-
noons or early evenings. The program is designed so that
a full-time student may complete their coursework in one
academic year, including summer. Practicum and capstone
components of the program should begin as soon as men-
tors have been identified, and the time frame for finishing
requirements will be determined on a student-by-student
basis by the research mentor, committee, and program direc-
tors. Part-time students must register for at least four but
not more than 11 credits each academic term until all course
requirements are fulfilled.
Doctor of Philosophy
Integrated Biomedical Sciences (PhD)
Philosophy
The PhD in integrated biomedical sciences is designed to
educate science professionals for leadership in research and
academic positions, as well as to provide career path educa-
tion relevant to their specialized fields. Since collaborative
interdisciplinary teams of scientists perform most biomedi-
cal research, our doctoral program emphasizes an integrated
interdisciplinary approach to biomedical research. Graduates
of this program will perform high-quality, impactful bio-
medical research at colleges and universities, government
agencies, hospitals and nonprofit agencies and in industry.
Students in the program will work with faculty and scientists
to generate new knowledge in the fields of biomedicine
using sophisticated research methods. As a part of the
program, students are required to demonstrate their knowl-
edge of core and concentration-specific courses and pass
a comprehensive preliminary examination based on their
research proposal. They will design and conduct research
that culminates in a dissertation, and they will disseminate
their scientific findings through scholarly publications and
presentations.
Integrated Biomedical Sciences (PhD):
Curriculum
First Year
The goal of the course work in the first year is to expose the
student to the biomedical sciences to enable them to design
and approach a research problem from molecular, biochemi-
cal, cellular and organ system perspectives. This broad
based approach to disease is the core of the Integrated
Biomedical Sciences program. Students will need to com-
plete 37 credits of core course work.
First Year Credit Hours
Fall Term
GCC-501 Molecular Biology: Genome to Proteome 3
GCC-502 Cellular Biochemistry: Proteins, Transport and Signaling 3
GCC-503 Functional Cell Biology 1
GCC-505 Techniques in Biomedical Sciences 2
GCC-530 Laboratory Rotations I 1-9
GCC-546 Principles of Biostatistics I 2
GCC-548 Bioinformatics 1
Spring Term
GCC-504 Functional Tissue Biology 3
GCC-506 Biomedical Ethics 1
GCC-515 Advanced Studies on Molecular, Cellular, and Functional Tissue Biology 2
GCC-530 Laboratory Rotations I 1-9
GCC-531 Topics in Biomedical Integration I 2
GCC-533 Laboratory Rotations II 1-9
GCC-534 Laboratory Rotations III 1-9
GCC-598 Pre-Proposal Research for Integrated Biomedical Sciences 1-9
Summer Term
GCC-532 Topics in Biomedical Integration II 3
GCC-534 Laboratory Rotations III 1-9
GCC-598 Pre-Proposal Research for Integrated Biomedical Sciences 1-9
Second Year Credit Hours
Fall Term
GCC-593 Introduction to Grantsmanship 1
GCC-598 Pre-Proposal Research for Integrated Biomedical Sciences 1-9
GCC-699 Dissertation Research 1-9
Spring Term
GCC-598 Pre-Proposal Research for Integrated Biomedical Sciences 1-9
GCC-699 Dissertation Research 1-9
GCC-549 Bioinformatics II 1
GCC-547 Principles of Biostatistics II 2
PHR-556 Tools for Research 1
Summer Term
GCC-699 Dissertation Research 1-9
Notes:
GCC-530 is taken once for a minimum of 2 credits. The stu-
dent can choose to take this course during the fall or spring
semester of their first year.
GCC-534 is taken once for a minimum of 2 credits. The
student can choose to take this course during the spring or
summer semester of their first year.
Two credits of GCC-699 Dissertation Research is defined as
full-time. Students are expected to register for a low number
of research credits each term as 18 credits of dissertation
research are required for graduation. Two credits are consid-
ered to be a full-time commitment to research.
In years three through five, the emphasis is on research. A stu-
dent works with their dissertation adviser, Advisory Committee
and program director, to determine the most appropriate mix
of cognates, electives and research hours each term.
• Advanced Topics courses count as cognates and are taken
for one term of credit each fall and spring term starting in
the spring of the first year for a maximum of eight credits.
This course is not required during the term when a student
intends to graduate. The Advanced Topics Seminar course
should align with the student’s research area of interest.
• Pre-dissertation Research: Predissertation Research and
Laboratory Rotations are part of the core curriculum.
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Course Credit Hours
GCC-598 Pre-Proposal Research for Integrated Biomedical Sciences 1-9
GCC-694 Advanced Topics for Translation Cancer Research 1
GCC-695 Advanced Topics Seminar for Cardiovascular & Respiratory Biology 1
GCC-696 Advanced Topics Seminar in Immunity, Infection & Inflammations 1
GCC-697 Advanced Topics Seminar for Musculoskeletal Track 1
GCC-698 Advanced Topics Seminar for Neuro Research 1
GCC-699 Dissertation Research 1-9
Course Credit Hours
BMC-506 Human Movements and Kinematics 2
BMC-507 Bioengineering Materials 2
BMC-508 Techniques in Orthopedic Biomedicanics 2
BMC-509 Mechanics of the Musculoskeletal System 2
BCH-571 Med Biochem for Grad Students 3
BCH-624 Connective Tissue Biochemistry 2
GCC-611 Cancer Biology I 3
GCC-612 Cancer Biology II 3
GCC-621 Vascular Biology 2
GCC-630 Microbiome in Health and Disease 2
GCC-642 Biosolid Mechanics 3
GCC-650 Neuroscience for Basic & Clinical Applic 3
GCC-652 The Changing Nervous System 2
IMM-507 Basic Immunology I 3
IMM-508 Basic Immunology II 3
IMM-610 Special Topics 1-12
NEU-591 Advanced Neuroscience Proseminar 2
PHY-503 Physiology of the Striated/Cardiac Muscle 3
IMM-510 Advanced Immunology I 4
Cognates and Electives
For graduation, students will need 16 credits of cognate
hours and nine credits of elective hours in courses that they
select. The courses can be taken at any time throughout
their tenure as a PhD student.
Integrated Biomedical Sciences: Concentration Focused Cognates and Electives
Integrated Biomedical Sciences (PhD):
Dissertation Program Progression
Year 1 Classes and Comprehensive Exam
The goal of the coursework in the first year is to expose the
student to the biomedical sciences to enable them to design
and approach a research problem from molecular, biochemi-
cal, cellular and organ system perspectives. This broad based
approach to disease is the core of the Integrated Biomedical
Sciences program. The Topics in Biomedical Integration
course (GCC 531) is oered in the spring semester of the first
year. In this course, a specific disease will be studied from the
molecular perspective to organ system failure under faculty
direction. The students will then be assigned a group project
in which they use the approaches they have learned to study
another disease. This project will strengthen student skills
in preparation for the comprehensive exam. In the summer,
Topics in Biomedical Integration II (GCC 532) is the com-
prehensive examination in which students will be given an
individualized disease topic related to their planned research.
They will be required to write a literature review approaching
the topic from each biomedical perspective.
Year 1 Research Experience
During the first year, students will have a minimum of two
laboratory rotations that must be in dierent laboratories. A
student registering for the three required laboratory rotations
should use consecutive laboratory rotation course codes.
These laboratory rotations will expose the students to a
range of research environments. Students are expected have
a project with a hypothesis and aims, to learn techniques and
attend all lab meetings. Based on these rotations, students
will submit the names of three potential research advisers
with a priority ranking to the Academic Standards Committee
for approval. The Committee in consultation with the poten-
tial advisers will approve adviser-student matches. Students
committed to a particular laboratory (funded by the Research
Advisor’s grants) are also required to perform a minimum of
two laboratory rotations. Exposure to other laboratories and
research will give the student a greater breadth of knowl-
edge. Students are expected to select a research adviser and
an area of research interest by the end of their first sum-
mer term. IBS PhD students will follow their area of interest
courses and may either do Laboratory Rotation III or, if they
did not change laboratories, they may immediately begin
dissertation research with their research adviser. All advisers
must meet the criterion established by the Graduate College.
Year 2 Course Selection, Research Experience,
Qualifying Examination
The selection of research adviser will significantly influ-
ence the student’s selection of a research area of interest.
Subsequent classes will be dictated by the area specific
cognates and electives and by relevant electives oered.
The selection of electives should complement research
activity and the interests of the students and should help
prepare them for the career path identified through the use
of the Individual Development Plan (IDP) website (myidp.
sciencecarreers.org) and additional resources provided by
the Graduate College. The goals of the second year are to
learn the relevant laboratory techniques and to develop a
research proposal in conjunction with their research adviser.
The research project will advance knowledge in a specific
discipline and yield first-author scientific publications for
the student. The student’s research proposal should include
specific aims and be written in the format of a NIH F31 grant
proposal (See https://researchtraining.nih.gov/programs/
fellowships/F31). The student must select a Dissertation
Committee and defend the proposal in front of the com-
mittee by the end of the second year. The written proposal
and its defense in front of the committee constitutes the
qualifying examination. Passing the qualifying examination
in front of the Dissertation Committee means the student is
a candidate for the PhD.
The student’s assessment at this time relates to the fol-
lowing Student Learning Outcomes: The graduate will be
able to acquire research skills, collect and analyze data, and
interpret results in order to address an original research
question.
In addition, this step begins the continuing assessment
of the following outcomes: A graduating student will be
capable of independent critical thinking and writing as well
as proposing, performing and eectively presenting their
research.
The student will be able to work collaboratively with other
scientists, physicians and health care professionals to give
and obtain feedback concerning the approach to research
problems, data analysis and implications of research.
The work environment in basic and clinical science is evolv-
ing. Students should be aware of the many dierent types
of opportunities available in the workplace and need to
prepare themselves for the opportunities and challenges
that they will encounter when they graduate. In addition to
the research and the coursework, the student will create an
Individual Development Plan (IDP) each year to define their
areas of interest, skills and values. Students will review their
IDP yearly with their research mentor, program director or
GCC-530 Laboratory Rotations I Credits 1-9
GCC-533 Laboratory Rotations II Credits 1-9
GCC-534 Laboratory Rotations III Credits 1-9
While registration appears similar in years three through
five, the nature and character of the research changes
and the student passes through a number of milestones
towards completion of the PhD.
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Graduate College designee to refine their career interests
and define their gaps in knowledge or skills that can be
pursued in the following year. By the time of graduation,
students should have used the IDP, along with mentorship
and experiential or other training opportunities to refine
their career path.
Student progress is assessed at the end of years two
through five. At the end of two, student progress toward
meeting expected outcomes will be evaluated by the stu-
dent’s research adviser and program director. See section on
Dissertation Proposal and Presentation.
Qualifying Examination
The goals of the second year are to learn the relevant labo-
ratory techniques and to develop a research proposal in con-
junction with the student’s research adviser. The research
project will advance scientific knowledge in a specific
discipline and yield first-author scientific publications. For
the Qualifying Examination, the student’s research proposal
should include a hypothesis and specific aims and be written
in the format of an NIH F31 grant (https://researchtrain-
ing.nih.gov/programs/fellowships/F31). The student must
select a Dissertation Committee and defend the written
proposal as an oral defense in front of the committee by the
end of the second year. All members of the Committee or
appropriate substitutes must be present at the Qualifying
Examination and the dissertation defense either in person,
on the phone or using electronic media.
If the student does not complete the Qualifying Examination
by the end of the summer of their second year they will be
reported to the Academic Standards Committee and placed
on probation during the fall of their third year. If the student
has not taken the examination by the end of the term of pro-
bation the student will be again reported to the Academic
Standards Committee for potential dismissal. Since the
adviser shares in the responsibility to ensure student aca-
demic progress, including completion of program milestones
in a timely manner, advisers of students who do not take
the qualifying examination by the end of fall term of their
third year will not be allowed to take a new student into their
laboratory for the subsequent two years.
Following the defense of their Qualifying Examination,
students will submit their written proposal as an
Individual National Research Service Award (F31) [https://
researchtraining.nih.gov/programs/fellowships/F31] or a
comparable grant application. While a student is conduct-
ing dissertation research the student will present their
progress every six months to their committee in an identical
format as the original proposal meeting until the committee
has agreed that the student can write their dissertation.
The Advisory Committee meetings will consist of an oral
presentation of research progress by the doctoral student
to the committee. This oral presentation will be followed by
a discussion of progress and career development. A detailed
written account of progress will be distributed by the stu-
dent to their committee prior to this meeting. It is recom-
mended that the Rush career development IDP (https://
rushedu-auvic.formstack.com/forms/idp) be used for IDP
tracking.
Year 3-5 Research Progress/Publications/
Dissertation
For evaluation in years three through five, the student will
submit a written report documenting their progress. The
research adviser and program director will also submit their
assessment of student progress for each year. A meeting
with the student, research adviser and program director will
take place at the end of each year to discuss the student’s
progress.
The research adviser monitors the day-to-day progress of
the student. The Dissertation Committee will meet at least
every six months to monitor progress and to approve any
changes to the proposed research project. They may meet
more frequently, especially after the approval of the stu-
dent’s research proposal. The student is expected to attend
national meetings, make presentations, posters etc. and
become a part of the scientific community. Likewise, the stu-
dent should be submitting research articles. The Integrated
Biomedical Science PhD Program requires that the research
project yield at least one first authored research article
accepted for publication in a scientific peer-reviewed jour-
nal. The publication requirement is necessary for graduation
but not suicient. The Dissertation Committee will continue
to assess student progress on the aims and determines
when the student has completed their dissertation. (See
Dissertation Proposal and Presentation below).
The student’s assessment continues on the outcomes listed
above with emphasis on the growth of research and com-
munication skills. Likewise, it is expected that the communi-
cation outcomes will also become more centered on written
communication in the form of abstracts, peer-reviewed
journal articles and the dissertation as the student begins to
complete the following outcome:
• The graduate is able to contribute to the scientific
literature in an area of expertise via published abstracts,
a dissertation and by the publication of a first-authored
research article in a scientific refereed journal.
Dissertation Document, Presentation and
Approval
The student is expected to write a dissertation (format
approved by the Center for Academic Excellence) and pres-
ent the work in a public forum attended by the Dissertation
Committee, and University faculty and students. The
Dissertation Committee will then meet with the student in
a closed session to address any additional questions and
to deliberate on approval of the dissertation. Typically the
meeting immediately follows the public defense. The student
may be asked to make revisions before final approval of the
dissertation by the committee. The student must notify the
Registrar’s Oice of impending completion of the degree
by the submission of an Intent to Graduate Form at the
beginning of the final term. Prior to completion, the student
should consult with the Center for Academic Excellence to
ensure that the dissertation is formatted correctly. Once
the dissertation is approved, the student will complete the
degree approval form.
Minimal Credit Hours Required for the
Integrated Biomedical Sciences (PhD) Degree
The PhD in Integrated Biomedical Sciences should be
completed in five years and requires completion of 80
credits distributed as follows: core courses (37), concentra-
tion specific cognates (16), electives (9) and dissertation
research (18). Students must also pass the Comprehensive
Examination and the Qualifying Examination and publish a
first-authored, scientific, peer-reviewed manuscript on their
research project. The core curriculum, which is common to
all students, builds knowledge and skills in research theories
and methodology, data analysis and statistics, laboratory
applications and skills, and the molecular and cellular sci-
ences basic to health and disease. These courses provide
systematic exposure to the contemporary process of sci-
entific discovery and will serve as the basis for the remain-
der of the curriculum. Advanced students entering with a
Master of Science (MS) degree in a biomedical science or a
Doctor of Medicine (MD or DO) degree may have satisfied
the requirement for some of the core classes based on their
prior records. Therefore, some core course requirements
may be waived, the requirement of core course hours can be
compensated by taking extra hours of laboratory rotations
or pre-dissertation research. These students may be able
to complete the degree in a shorter time period providing
that they progress through the other program requirements.
IBS MS students who enter the IBS PhD program will be on
a separate plan of study which requires fewer cognate and
elective credits based on the number required for the IBS
MS program.
Students are required to select from concentration-focused
cognates. The selection of coursework should involve the
participation of the research adviser and committee. All
students will be required to participate in area-specific
advanced topic seminars and to complete a minimum of 18
credits of dissertation research following admission into
candidacy for the PhD. Dissertation credits in the Graduate
College typically involve laboratory-based research required
for completion of the dissertation, and include training
in various types of skills including: analyzing published
data; developing a research proposal; learning and apply-
ing advanced methodologies and statistical data analyses;
developing skills to write and submit a pre-doctoral training
grant application; practicing presentation skills to dissemi-
nate one’s own research findings in national conferences;
writing a research publication; and developing and defend-
ing a dissertation project.
Integrated Biomedical Sciences (PhD):
Academic Policies
Research Adviser Selection
During the first year the student will select up to three labo-
ratories for research rotations. Based on these rotations, the
student will identify their laboratories of interest and submit
the names of three potential advisers with a priority ranking
to the Academic Standards Committee. The Committee, in
consultation with the potential adviser(s) will approve the
adviser-student matches. Students who are already com-
mitted to a particular laboratory (funded by the research
adviser’s grants) are required to perform a minimum of two
laboratory rotations. The student’s research project should
advance knowledge in a specific discipline and yield first-
author, peer-reviewed, scientific publications for the student.
Integrated Biomedical Sciences (PhD): Research
Opportunities
The research areas of interest for the Integrated Biomedical
Sciences PhD Program are translational cancer research;
cardiovascular and respiratory biology; immunity, inflamma-
tion and infection; functions and disorders of the musculo-
skeletal system; and functions and disorders of the nervous
system. These include qualified faculty from Rush University
Medical Center who have an interest in research in these
areas. They come from academic departments as well as
clinical departments, which enables students to select a
variety of individuals with basic and clinical expertise to
serve on their advisory committees and guide them through
their projects.
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Master of Science
Integrated Biomedical Sciences (MS)
The MS in Integrated Biomedical Sciences (IBS) is a research
master’s degree that will introduce students to the scientific
approach and provide an opportunity for the student to
pursue a directed research project. Graduates will be pre-
pared to perform advanced biomedical research at colleges
and universities, government agencies, hospitals, non-profit
agencies and industry. Our integrated program emphasizes
an interdisciplinary approach to biomedical education and
research. Students in the program will work with faculty to
generate new knowledge in biomedicine using sophisticated
research methods and approaches.
Integrated Biomedical Sciences (MS):
Research Opportunities
Students can choose research experiences and advisers
from among the many qualified faculty from Rush University
Medical Center’s academic and clinical departments.
Milestone Exams
• Comprehensive Examination - In the summer term of
the first year of classes, all students will take Topics in
Biomedical Integration II (GCC-532). This course is the
Comprehensive Examination. Students are given an indi-
vidualized disease topic related to their planned research
and are required to write a literature review from each
biomedical perspective. The Comprehensive Examination
assures that the student can approach a research or clini-
cal problem from a variety of perspectives, accounting
for the published literature that illuminates the molecular,
cellular and organ systems manifestations of the disease
process.
• Qualifying Examination (Dissertation Proposal and
Presentation) - For the Qualifying Examination, the stu-
dent will write a research proposal in the style of the NIH
F31 fellowship, including a hypothesis, specific aims, and
a detailed research strategy (see: https://researchtrain-
ing.nih.gov/programs/fellowships/F31). The student must
select a Dissertation Committee and present the proposal
to the Committee by the end of the second year.
• GCC - 532 Topics in Biomedical Integration II Credit(s): 3
Advisory Committee
By the end of the summer term of the first year the student
should have selected a research adviser and begun to collect
preliminary data. Once a research adviser has been selected,
a Dissertation Committee must be selected by the end of
the following term. This committee advises the student and
serves as the Qualifying Examination committee and the
Dissertation Committee. The Graduate College requires that
the committee is comprised of five members. One mem-
ber will be the student’s research adviser. A majority of the
committee (at least three members) must be faculty at Rush
University who are members of the Graduate College. The
chair of this committee, who cannot be the student’s research
adviser, will be chosen at the first committee meeting and
will preside at all subsequent meetings and arrange for a
timely completion of the dissertation work. The Dissertation
Committee strives for consensus in all its actions. A majority
vote of the committee’s membership, however, is suicient
for all activities except the final approval of the dissertation.
In addition to the five committee members, the program
director will serve as an ex oicio member of the committee.
The ex oicio member can participate in the meetings but
cannot vote. The purpose of having an ex oicio member is
to monitor the quality of the examination experience. The ex
oicio member will ensure that the Graduate College rules
are followed.
Data Defense and Dissertation
In the candidate’s final year, a dissertation data defense will
be presented to their Dissertation Committee demonstrating
that satisfactory progress has been made on the project to
justify development of a plan to complete all experiments
and to start writing their dissertation. Upon completion
of the data defense and writing of the dissertation, the
student will provide the dissertation to their Committee for
approval at least two weeks prior to their public defense.
The public defense will be comprised of a public one-hour
lecture attended by the Dissertation Committee and faculty
and students of the University. The Dissertation Committee
then meets in closed session to examine the candidate and
approve the dissertation. Typically the meeting immedi-
ately follows the public lecture. The committee strives for
a consensus, but the dissertation can be approved over
the objections of a single committee member. However, if
two or more committee members disapprove of either the
written dissertation or its oral defense, then the dissertation
is not approved. The awarding of the PhD degree requires
the demonstration of a capability for independent research
and a contribution to scientific knowledge. Similar to the
Qualifying Examination, all members of the committee or
appropriate substitutes must be present at the dissertation
defense either in person, on the phone, or using electronic
media.
Since a peer-reviewed first authored research article is
required for the degree, the dissertation is not considered
complete until the publication of at least one peer-reviewed
first authored publication. If publication is pending, the
committee may approve the dissertation, but the Graduate
College will not sign the degree approval form until the
paper is accepted or published as verified by appearance on
PubMed.
Integrated Biomedical Sciences (PhD):
Tuition Scholarship and Stipend
Acceptance into the doctoral program is limited by the
availability of stipends. Accepted doctoral students receive
a competitive University supported stipend and tuition
scholarship, are supported by a faculty member, or have sti-
pends from external sources. University funded stipends are
awarded to U.S. residents. The stipend and tuition scholar-
ship is renewed each year providing the student is making
satisfactory progress towards the degree. Outside employ-
ment is not acceptable without prior Graduate College
approval as it interferes with the time and eort necessary
to complete the program.
First Year Credit Hours
Fall Term
GCC-501 Molecular Biology: Genome to Proteome 3
GCC-502 Cellular Biochemistry: Proteins, Transport and Signaling 3
GCC-503 Functional Cell Biology 1
GCC-505 Techniques in Biomedical Sciences 2
GCC-530 Laboratory Rotations I 1-9
GCC-546 Principles of Biostatistics I 2
Spring Term
GCC-504 Functional Tissue Biology 3
GCC-506 Biomedical Ethics 1
GCC-515 Advanced Studies on Molecular, Cellular, and Functional Tissue Biology 2
GCC-533 Laboratory Rotations II 1-9
GCC-593 Introduction to Grantsmanship 1
PHR-556 Tools for Research 1
Summer Term
GCC-599 Thesis Research for Integrated Biomedical Sciences 1-9
Second Year Credit Hours
Fall and Spring Terms
GCC-599 Thesis Research for Integrated Biomedical Sciences 1-9
Integrated Biomedical Sciences: MS Curriculum
Note:
The specific courses or hours of cognates and electives will vary each semester depending upon the student’s research area of
choice and specific course selections.
For graduation, students will need seven credit hours of cognates and four credit hours of electives. Students may take these
courses any time during their tenure as an MS student after consulting with the program director.
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Integrated Biomedical Sciences:
MS Program Progression
Year 1: Classes
The goal of course work in the first year is to expose
students to the biomedical sciences in a logical progres-
sion and to provide the students with tools for approach-
ing their future research experience. The reading courses
provide a critical understanding of the literature and existing
base of knowledge. They will also show students how new
knowledge in these areas can help us understand diseases
and use this information to identify new therapeutics. This
broad-based approach to disease is the core of the inte-
grated biomedical sciences program.
Year 1: Research Experience, Adviser and
Research Area Selection
During the first year, students will typically have two lab
rotations in dierent laboratories. Laboratory rotations will
expose students to diverse research environments and allow
them to assess how they fit in to a particular laboratory or
mentor situation. Students are expected to learn techniques
and attend all scheduled experiments, lab meetings, mentor/
student discussions, etc. Based on these rotations, students
will submit the name of a potential adviser to the Academic
Standards Committee for approval. The Academic Standards
Committee, in consultation with the potential adviser, will
approve adviser-student matches. Specific research projects
will be determined by the thesis adviser after adviser-stu-
dent discussions. If a student cannot choose a thesis adviser
based on the first two laboratory rotations, a third rotation
may be taken in the spring or summer.
Year 2: Classes and Research Experience
Classes in year two will be determined by the research area
specific cognates and electives available that academic year.
Course selection should complement the student’s interests
and their research activity. When the student is not work-
ing on coursework they should be working on their research
project. The student’s assessment at this time is related to
the following learning outcomes:
• Acquisition of research skills, collection of data and data
analysis, as well as interpretation of results related to
research addressing an original research question
• Capable of independent critical thinking and writing, as
well as proposing, performing and eectively presenting
their research.
• Working collaboratively with other scientists, physicians
and health care professionals, to provide and obtain feed-
back concerning the approach to research problems, data
analysis and implications of research
The student creates an individual development plan (IDP)
to better define their areas of interests, skills, and values.
Career guidance is available in the Graduate College oice
of career development and using the Rush career develop-
ment IDP (https://rushedu-auvic.formstack.com/forms/idp).
Minimal Credit Hours Required for the
Integrated Biomedical Sciences MS Degree
The Program is designed to be completed in five consecu-
tive terms and requires completion of at least 37 credits.
These include 20 credits of core courses, seven credits of
track-specific cognates, four credits of elective courses and
six credits of Thesis Research.
The core curriculum focuses on developing knowledge and
skills in research theories and methodology, data analysis
and statistics, laboratory applications and skills, and the
molecular and cellular sciences basic to health and disease.
Students will each have a research project, write a thesis
and give a thesis presentation at project completion.
The core curriculum, which is common to all students, builds
knowledge and skills in research theories and methodol-
ogy, data analysis and statistics, laboratory applications and
skills, and the molecular and cellular sciences basic to health
and disease. These courses will provide systematic exposure
to the contemporary process of scientific discovery and will
serve as the basis for the remainder of the curriculum.
Students will be required, in conjunction with their
adviser(s), to select seven credits of courses from con-
centration-focused cognates in their chosen area and a
minimum of four elective credits from the Graduate College
courses oered. Finally, students will be required to accrue a
minimum of six credits of Thesis Research.
Research Adviser Selection
During the first year, the student, in consultation with the
program director and with the approval of the Academic
Standards Committee, students will select and complete two
laboratory rotations. Based on these rotations, the student
will identify an area of interest and submit the name of a
potential adviser to the Academic Standards Committee for
approval.
Master’s Thesis Research Committee
After the student selects a research adviser and begins
to collect preliminary data, the student and adviser will
select a Thesis Committee. This Committee will advise
the student and evaluate their proposal and thesis docu-
ments. The committee will consist of the adviser and two
additional Graduate College faculty members. Committee
members should be familiar with either the research area or
crucial technical aspects of the student’s project. Committee
members are intended to be a resource for the student
and their adviser to enhance didactic and technical knowl-
edge towards the completion of the student’s project. The
program director (or designated representative) will serve as
an ex-oicio non-signing member of the Thesis Committee
to oversee the procedural aspects of the committee meet-
ings and student progression through the program. The
Thesis Committee will strive for consensus in all its actions;
however, a majority vote of the committee’s membership is
suicient for all activities except the final approval of the
thesis, in which case only one member may disagree with
the final decision.
Research Proposal
Each student will write a succinct research project proposal
to be presented to the Thesis Committee for approval. The
proposal serves to keep the student focused on achieving
project aims and allows the Committee to track student
progress based on the stated aims. Proposals should contain
the following elements:
• A background section with relevant literature citations in
the specific research area
• The specific aim or aims (appropriately limited in scope)
• The experimental design and methods to be utilized
• Any preliminary data collected
The target date for proposal presentations is within the first
45 days of the fall term of year two; it is also acceptable for
the proposal presentation to be held in the summer term
between years one and two. The Thesis Committee evalu-
ates the feasibility and scope of the project and recom-
mends alterations as needed to ensure adequate student
progress through the program in a timely fashion.
Course Credit Hours
BCH-624 Connective Tissue Biochemistry 2
BCH-571 Med Biochem for Grad Students 3
BMC-506 Human Movements and Kinematics 2
BMC-508 Techniques in Orthopedic Biomedicanics 2
BMC-509 Mechanics of the Musculoskeletal System 2
GCC-611 Cancer Biology I 3
GCC-612 Cancer Biology II 3
GCC-621 Vascular Biology 2
GCC-630 Microbiome in Health and Disease 2
GCC-642 Biosolid Mechanics 3
GCC-650 Neuroscience for Basic & Clinical Applic 3
GCC-652 The Changing Nervous System 2
IMM-507 Basic Immunology I 3
IMM-508 Basic Immunology II 3
IMM-510 Advanced Immunology I 4
IMM-610 Special Topics 1-12
NEU-591 Advanced Neuroscience Proseminar 2
PHY-503 Physiology of the Striated/Cardiac Muscle 3
BMC-507 Bioengineering Materials 2
Integrated Biomedical Sciences: Concentration Focused Cognates and Electives
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Rush University Course Descriptions
290 291
2020-2021 2020-2021Rush University Catalog Rush University Catalog
Rush University Course Descriptions
ANA - 7EI Basic Science Individualized Elective
Students may receive credit for an individually arranged
elective with a Rush faculty member. In order to receive
credit for such a rotation, the person to whom the student
will be responsible must write a letter stating the student’s
activities, responsibilities, amount of supervision, and spe-
cific dates of the rotation. The sponsoring faculty member
must complete an evaluation of the student’s performance
at the conclusion of the elective. Students must submit a
proposal to the Oice of Clinical Curriculum for approval at
least eight weeks before the rotation and must have writ-
ten approval from the assistant dean of Clinical Curriculum
before beginning the rotation. Students may receive four
weeks of credit for an individually arranged elective. Credit
for a maximum of only one individually arranged elective
will count toward graduation requirements. Elective Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
ANA - 500 Neuroscience for Basic and Clinical
Applications
This course is a survey of the nervous system integrating
information and topics from the disciplines of anatomy,
histology, neurobiology and neurology. The course inte-
grates the structure, function and organization of nervous
tissue from the cellular through gross anatomic aspects,
including central, peripheral and autonomic portions of the
system. The course includes a series of clinical correla-
tion lectures designed to support and augment the basic
science content. Beyond an understanding of the normal
structure and function of these systems, students will study
the development and growth of these components as well
as the changes noted in maturation and ageing processes
within these systems. Control mechanisms will be consid-
ered as the study during this course moves into the specific
clinical scenarios. The basic knowledge of the structure and
function of the components of the nervous system will then
be applied to the abnormal functions that are the basis for
disorders and diseases of this system. The course objec-
tives below represent the content of this course. Individual
learning objectives for each lecture as well as for the lab and
small group sessions are contained within the educational
materials for these sessions. Course cross-listed with GCC-
650. Prerequisite: courses in human biology or anatomy
and physiology or comparative anatomy, and permission
of instructor. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
ANA - 599 Master’s Thesis Research
Laboratory research project and preparation of the master’s
thesis. A letter grade is provided for this course. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 1-9
ANA - 699 Doctoral Research
Research devoted to the preparation of a dissertation in
partial fulfillment of the requirements of the degree program.
Prerequisite: permission of program director. This is a pass/
no pass course. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 1-9
ANA - 781 Research in Anatomy
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rota-
tion, the person to whom the student will be responsible
must write a letter describing the student’s activities,
responsibilities, amount of supervision, and the specific
dates of the rotation. Credit toward graduation is granted
assuming that the research project is ongoing throughout
the academic year. Students must submit a proposal to
the Oice of Clinical Curriculum for approval at least eight
weeks before the rotation and must have written approval
from the Director of Clinical Curriculum before beginning the
rotation. Research rotations are scheduled for a minimum of
four weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply to
the rule of eight weeks maximum credit for coursework in a
single subspecialty. This decision is at the discretion of the
Oice of Clinical Curriculum. Retake course for credit: Yes.
Pass/No Pass Grading: No. Credit(s): 4
ANA - 791 Surgical Anatomy
A laboratory program of special dissections and demonstra-
tions. The applied, clinical and surgical aspects of anatomi-
cal regions are emphasized. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s):
2-4
ANA - 793 Advanced Histology/Cell Biology
The program will focus on in-depth study of histology/cell
biology of regions designated by the participant and agreed
upon by the course director. The program will incorporate
didactic material with special emphasis on independent
study and presentations on topics of interest at the forefront
of the designated field. Elective Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 2
ANA - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
AUD - 592 Grand Rounds
Scientific, clinical and professional issues in audiology are
examined through student case presentations in a clinical
rounds format. Oral presentation skills as well as analytical
and clinical problem-solving skills are highlighted. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: Yes.
Credit(s): 1
AUD - 602 Anatomy and Physiology of the Auditory
System
This course examines anatomy and physiology of the audi-
tory system: outer, middle, and inner ear and central auditory
pathways. Anatomy and physiology of the vestibular system
and speech production is also included. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
AUD - 606 Introduction to Neuroscience
Central and peripheral nervous system structures that form
the neurologic foundation for speech, hearing and language
are presented. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
AUD - 607 Pathophysiology of the Auditory System
Students discuss risk factors, symptoms and pathogen-
esis of various ear diseases and auditory system disorders.
Audiologic assessment as well as medical/surgical treat-
ments are explained. Students will also be introduced to
concepts related to tinnitus, including the origins, clinical
assessment and treatment eicacy. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
AUD - 611 Embryology and Genetics of the Auditory
System
After reviewing basic biology, this course presents basic
patterns of biological inheritance and basic human genetics
terminology. Embryologic development of the auditory,
vestibular, and craniofacial systems is presented and related
to Auditory/speech/balance function following birth. Focus
is on genetics and hearing loss. Topics include gene therapy
and hearing loss, syndromic and nonsyndromic hearing loss
and consideration of pharmacogenomics. The importance
of genetic counseling, family history and beliefs, prevention,
and ethical/legal issues are discussed. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
AUD - 613 Acoustics and Psychoacoustics
This course describes the basic principles in acoustics
regarding sound production, measurement, analysis and
perception of sound. Psychoacoustic principles, theories of
auditory perception and their relationship to normal hearing
are presented. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
AUD - 614 Acoustic Phonetics & Speech Perception
This course examines the roles of major acoustic, phonetic,
linguistic and cognitive factors in speech perception and
considers relevant theoretical models. Consideration is
also given to cultural, cross-language, developmental and
life-span aspects of speech perception. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
AUD - 615 Pharmacology
The general principles of drug action related to hearing
and balance function will be presented. Emphasis will be
on activity, mode of action, side eects, toxicity and drug
interactions relevant to the practice of audiology. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
AUD - 621 Clinical Methods in Audiology
This lab course teaches key clinical protocols, methods, pro-
cedures and audiologic assessment techniques necessary
for clinical practicum experience. The course includes prac-
tice with instrumentation, case history, otoscopy, standard
audiometric techniques and lab exercises to promote skill
development. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
AUD - 622 Clinical Observation in Audiology
Students learn to identify and apply key elements neces-
sary for introduction to clinical practice, including relevant
policies and procedures, infection control, electronic medical
records, ethics, privacy and multicultural issues. Students
also observe diagnostic and rehabilitative audiologic and
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speech and language procedures with infants, children,
adults and geriatrics in outpatient, inpatient, and short-term
care settings. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 1
AUD - 623 Audiologic Assessment
This course presents behavioral tests of the auditory system
that provide a dierential diagnosis of auditory function,
emphasizing a test battery approach. This course is taken
in conjunction with AuD-621 Clinical Methods in Audiology.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
AUD - 630 Electrophysiologic Assessment I
This course introduces principles and practices of electro-
physiologic methods in audiologic assessment through both
didactic coverage and hands-on practicum. Emphasis is
on the auditory brainstem response (ABR) and its contri-
butions to neurodiagnostic assessment of the auditory
system and objective estimation of hearing sensitivity.
Electrocochleography (ECOG) and electroneuronography
(ENOG) are also considered. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
AUD - 637 Electrophysiologic Assessment II
This course builds on the content presented in AUD 630.
Topics include advanced concepts in ABR and OAEs, visual
and somatosensory responses, and intraoperative monitor-
ing. Theoretic bases and clinical applications are considered
for ASSR and late potentials. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
AUD - 640 Basic Amplification
This course introduces the hearing aid fitting process,
including candidacy, selection, verification, orientation and
validation. Students learn about the components of personal
amplification devices and their role in signal processing
strategies. Students obtain hands-on experience, including
making earmold impressions, conducting electroacoustic
analyses on and troubleshooting hearing aids and measuring
real-ear responses. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
AUD - 641 Adult Amplification
This course expands upon basic hearing instrument technol-
ogy presented in AUD 640 Basic Amplification. Selection,
verification and validation issues surrounding hearing aid
fittings with adults are presented. Emphasis is on advanced
concepts and practices as well as current research and
trends. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
AUD - 642 Amplification Seminar
This seminar focuses on contemporary, innovative, evidence-
based fitting and rehabilitation issues related to personal
amplification systems. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: Yes. Credit(s): 1
AUD - 645 Adult and Geriatric Rehabilitative Audiology
Examination of adult audiologic rehabilitation includes the use
of visual, auditory and bisensory stimuli in communication.
Assessment of communicative function, auditory training,
speechreading, amplification, assistive listening devices,
rehabilitative strategies and the psychosocial aspects of
adult hearing impairment are examined. Focus is on patient-
centered care of adults with hearing loss and incorporating
communication partners. Treatment outcome measurement is
emphasized. The geriatric population and working-age adults
are considered as separate rehabilitative challenges. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
AUD - 650 Vestibular Assessment and Rehabilitation
Anatomy and physiology of the vestibular and oculomotor
systems is reviewed. Emphasis is on VNG/ENG test battery
components, delivery, and interpretation, with both didactic
coverage and hands-on practicum. Central- and peripheral-
based pathologies are discussed and emphasized through
interactive case studies. Additional specialized vestibular
tests, including SVV, cVEMP, oVEMP, rotary chair, and pos-
turography, are also considered. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
AUD - 651 Vestibular Seminar
This seminar expands upon concepts and test techniques
presented in AUD 650. Advanced concepts, including uni-
lateral peripheral vestibular dierentiation, bedside tests of
assessment of VOR and VSR, ENG and VNG, rotational test
techniques, VEMP testing, posturography, fall risk assess-
ment, and measurement of dizziness handicap are presented
via lecture and hands-on practicum, with additional emphasis
on vestibular function and dysfunction in pediatric patients
and older adults. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 1
AUD - 660 Pediatric Audiology
Topics in this course include an overview of cognitive, motor,
and language development; pediatric auditory behaviors;
the impact of hearing loss on speech/language develop-
ment; and age-appropriate procedures for the audiologic
evaluation of children. Issues related to audiologic interven-
tion, multiculturalism, and interprofessionalism using team
approaches to case management and family counseling
are presented. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
AUD - 663 Pediatric Amplification and Habilitation
Students learn about strategies involved in the management
of children with hearing impairment and deafness. Topics
include the pediatric fitting process for infants and children,
assistive listening devices for classroom and home, com-
munication modalities, auditory skills development, and case
management. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
AUD - 664 Educational Audiology
The broad-based practice of audiology in the school setting
involves special issues and considerations. This course cov-
ers federal legislation, identification and assessment prac-
tices, case management, IEP development, and the eects of
hearing loss on educational programming. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
AUD - 665 Auditory Implants
This course describes and compares various types of
brainstem, cochlear, middle ear, and osseointegrated implant
technologies. Appropriate assessment, treatment, and
management options for implant patients are described.
Principles of speech processing and psychoacoustics are
related to the cochlear, middle ear, and osseointegrated
implant technologies. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
AUD - 667 Auditory Processing
Students learn the neurophysiologic bases of central
auditory processing. The course includes consideration of
screening and diagnostic test batteries, results interpreta-
tion and implications, and management approaches to cen-
tral auditory processing disorders. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 2
AUD - 670 Seminar in Hearing Conservation
This course includes an introduction to the eects of noise
on hearing, sound measurement, noise descriptors, testing,
and follow-up. Prevention, hearing conservation procedures,
and protective devices are presented. Federal, state, and
local regulations; workmen’s compensation; and litigation are
also discussed. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 1
AUD - 671 Seminar in Supervision and Mentorship
This course addresses key elements of supervision and men-
torship, focusing on students. Components include processes
that contribute to the goals and various forms of supervision
and mentorship; knowledge and skills needed by supervisors
and mentors; research and outcome issues in supervision;
leadership and supervision; challenges to eective supervi-
sion; and other related topics. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1
AUD - 672 Seminar in Current Professional Issues
This course includes exploration, discussion and analysis of
21st century professional issues facing the audiology profes-
sion. Technological, political, legal, legislative, and societal
changes impacting the practice of contemporary audiology
are examined. Topics will reflect current issues and may
include career planning and development, credentialing, spe-
cialty certification and licensure, cultural competence, scope
of practice, and the use of technology in clinical practice.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 1
AUD - 673 Practice Management Across Settings
Service delivery models, including private practice, clinics,
medical centers, non-profit agencies, industry, government,
and other settings are introduced. Issues associated with
clinical operations and practice management include busi-
ness plan development, private practice orientation, trends in
healthcare, marketing, cost/benefit ratios, and financial and
accounting considerations. Personnel issues, conflict manage-
ment, and strategic planning are discussed. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
AUD - 682 Investigative Project Planning Seminar
This course will prepare students for conducting an investi-
gative project. In consultation with the course director and
other departmental faculty, students will generate potential
research topics for their investigative projects; evaluate their
merits; review methods and regulatory requirements for
conducting experimental, clinically focused, and evidence-
based review projects; perform initial literature review; and
determine the appropriate research design. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
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AUD - 683 Investigative Project
In this directed course, the student will select and analyze
a specific clinical or research question. Completion of the
project includes a professionally written paper and a presen-
tation. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
AUD - 690 Clinical Practicum I
Students are involved in supervised clinical experience with
patients of all ages displaying various hearing and balance
impairments. Practicum experiences focus on development
of specific skills and competencies in the areas of clinical
writing, diagnostic evaluation, case history, counseling, and
treatment techniques for patients from diverse cultural back-
grounds. The relationship of audiology to other health care
professions is also examined. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1
AUD - 691 Clinical Practicum II
Students are involved in supervised clinical experience with
patients of all ages displaying various hearing impairments.
Practicum experiences focus on development of specific
skills and competencies in the areas of clinical writing, diag-
nostic evaluation, case history, counseling, and treatment
techniques for patients from diverse cultural background.
The relationship of audiology to other health care professions
is also examined. Increasing knowledge and skill are expected
with each subsequent practicum experience. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
AUD - 692 Audiology Practicum III
Students are involved in supervised clinical experience with
patients of all ages displaying various hearing impairments.
Practicum experiences focus on development of specific
skills and competencies in the areas of clinical writing, diag-
nostic evaluation, case history, counseling, and treatment
techniques for patients from diverse cultural backgrounds.
The relationship of audiology to other health care professions
is also examined. Increasing knowledge and skill are expected
with each subsequent practicum experience. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
AUD - 800 Internship I
A four-semester sequence of supervised audiologic patient
care in a variety of sites on and o campus. Student clini-
cians assume increasing responsibility for the full range of
basic and intermediate level audiologic diagnostic proce-
dures and interpretation and rehabilitative follow-up. Student
clinicians assume caseload management under supervision
and develop increased critical thinking skills. Students also
experience administrative and practice management activi-
ties. The internship experience includes patients across
the life span and from diverse cultural backgrounds. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
AUD - 801 Internship II
A four-semester sequence of supervised audiologic patient
care in a variety of sites on and o campus. Student clini-
cians assume increasing responsibility for the full range of
basic and intermediate level audiologic diagnostic pro-
cedures and interpretation and rehabilitative follow-up.
Student clinicians assume caseload management under
supervision and develop increased critical thinking skills.
Students also experience administrative and practice
management activities that are consistent with their clini-
cal progress. The internship experience includes patients
across the life span and from diverse cultural backgrounds.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
AUD - 802 Internship III
A four-semester sequence of supervised audiologic patient
care in a variety of sites on and o campus. Student clini-
cians assume increasing responsibility for the full range of
basic and intermediate level audiologic diagnostic pro-
cedures and interpretation and rehabilitative follow-up.
Student clinicians assume caseload management under
supervision and develop increased critical thinking skills.
Students also experience administrative and practice
management activities that are consistent with their clini-
cal progress. The internship experience includes patients
across the life span and from diverse cultural backgrounds.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
AUD - 803 Internship IV
A four-semester sequence of supervised audiologic patient
care in a variety of sites on and o campus. Student clini-
cians assume increasing responsibility for the full range of
basic and intermediate level audiologic diagnostic pro-
cedures and interpretation and rehabilitative follow-up.
Student clinicians assume caseload management under
supervision and develop increased critical thinking skills.
Students also experience administrative and practice
management activities that are consistent with their clini-
cal progress. The internship experience includes patients
across the life span and from diverse cultural backgrounds.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 5
AUD - 850 Externship I
This externship sequence is a full-time advanced audiologic
clinical placement under the direction of the audiology clinical
education coordinator and preceptor. Externship is o cam-
pus and emphasizes increasing independence with clinical
practice as well as participation in clinical operations, admin-
istrative, and professional activities. Student demonstrates
skill levels commensurate with Externship competencies. The
Externship experience includes patients across the life span
and from diverse cultural backgrounds. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 7
AUD - 851 Externship II
This externship sequence is a full-time advanced audiologic
clinical placement under the direction of the audiology clinical
education coordinator and preceptor. Externship is o cam-
pus and emphasizes increasing independence with clinical
practice as well as participation in clinical operations, admin-
istrative, and professional activities. Student demonstrates
skill levels commensurate with Externship competencies. The
externship experience includes patients across the life span
and from diverse cultural backgrounds. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 7
AUD - 852 Externship III
This externship sequence is a full-time advanced audiologic
clinical placement under the direction of the audiology clinical
education coordinator and preceptor. Externship is o cam-
pus and emphasizes increasing independence with clinical
practice as well as participation in clinical operations, admin-
istrative, and professional activities. Student demonstrates
skill levels commensurate with Externship competencies. The
Externship experience includes patients across the life span
and from diverse cultural backgrounds. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 7
AUD - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to all stu-
dents admitted or re-admitted for fall 2015 or later. Doctoral
students should follow program requirements for continuous
enrollment and degree completion. Students who have not
completed their degree requirements are required to maintain
Continuous Enrollment through the college of their program
until the degree is earned. Continuous Enrollment courses
are graduate level courses set up by departments at Rush
University for students who need to remain actively enrolled
in the University while they finish their graduate work. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
BCH - 571 Med Biochem for Grad Students
Medical Biochemistry for graduate students. Graduate
students take same lecture classes as medical students
(BCH 501, 502). Instead of classes devoted to clinical stud-
ies or case studies in small group discussions, the graduate
students receive supplemental lectures focused on experi-
mental techniques, experimental design and biochemical
calculations, pH and buers, bioenergetics and redox chem-
istry, proteomics, carbohydrate chemistry, lipids, hormone
receptors, signaling, and protein turnover. Essay examina-
tions. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
BCH - 624 Connective Tissue Biochemistry
Biochemistry of the extracellular matrix in connective
tissues. Topics include collagen genes, structure, types,
biosynthesis and diseases; proteoglycan structure, synthesis
and diseases, hyaluronan; calcification of connective tissues,
bone morphogenic proteins, basement membranes, elastin,
fibronectin, extracellular matrix receptors, matrix metal-
loproteinases, and matrix metalloproteinase gene regula-
tion. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
BCH - 699 Doctoral Research - Biochem
Biochemistry dissertation research for doctoral students.
(P/N only) Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 1-9
BCH - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 1
BHV - 751 Sleep Disorders
Diagnosis and treatment of sleep and arousal disorders as
recognized by the Association of Sleep Disorders Centers.
Major diagnostic categories are reviewed in terms of clini-
cal presentation, etiology, laboratory findings, and poten-
tial therapies. Students sit in with outpatients, interview
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
in-patient consults, and review sleep studies. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
BMC - 506 Human Movements and Kinematics
This course will cover the following: anatomy of joints —
upper extremity: movement of arm, identify the muscle,
muscle strength, contribution in daily activity. Lower extrem-
ity: movement, alignment, contribution in daily activity.
Trunk: spine, lumbar discs, lower back movements, muscles
that contribute. Linear kinematics — gait analyses, displace-
ment-velocity-acceleration relationships, examples. Angular
kinematics — upper-extremity and lower-extremity joint
movement angles, relationship between angular and linear
motions, angular velocity and acceleration examples. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
BMC - 507 Bioengineering Materials
Introduction to biomaterials used in implants and medi-
cal devices with an emphasis on orthopedic biomaterials,
definition of properties of implant materials, clinical signifi-
cance and regulatory implications of materials. Properties of
metal, ceramic, polymers, composites used in human implant
devices. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
BMC - 508 Techniques in Orthopedic Biomedicanics
Orthopedic material testing methods with focus on fatigue
testing, corrosion and tribological testing, sensing and mea-
suring techniques in orthopedics, testing methods for hard
and soft tissues, motion measurements in gait lab, regulatory
aspects of orthopedic implants, use of biomedical imaging in
orthopedic biomechanics, modeling of human joints. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
BMC - 509 Mechanics of the Musculoskeletal System
Loads in musculoskeletal system: static analysis, joint
stability, contact forces, Newton’s law, Impulse, Moment of
Inertia, center of mass, impulse-moment relationship. Tissue
Mechanics: Hard Tissue: composition of bone, anisotropy,
cortican and cancellous bone, bone adaption. Soft Tissue:
articular cartilage, intervertebral disc, muscles. Structural
Analysis of Musculoskeletal Systems: bending of beams,
twisting, contact stress. Bone-implant Systems: implant
materials, joint replacements and their design, hip replace-
ment, knee replacement, shoulder replacement, spinal-disc
replacement. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
BMC - 590 Special Topics Biom: Computational Method
Computer models are being increasingly used for the solu-
tion of many complex problems in biomechanics. This course
will give the students an insight on how computer models
based on numerical methods are applied in orthopedic bio-
mechanics. Students will receive weekly homework, sit for
two exams and complete a mini-project based on the appli-
cations discussed in this course. Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: No. Credit(s): 3
BMC - 631 Doctoral Research in Biomechanics
Biomechanics dissertation research for doctoral students.
(variable) Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 1-9
BTN - 523 Career Planning
The landscape of the job market for biomedical graduates
has changed over the past decade in that a wider range of
career paths are being pursued. This alteration in the job
market requires not only more individualized career plan-
ning for each student but also practical adjustments to the
traditional course oerings in graduate school to enable our
graduates to be more competitive for post-training careers.
This course will expose students to essential information
that will complement their other didactic and laboratory-
based training, and help them identify their strengths to use
them to help develop a concrete and eective goal-oriented
individualized plan for their career development. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
BTN - 524 Communication & Lab Management
All aspects of seeking and obtaining the career start with
employment are covered. Professional communication is
introduced. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: Yes. Credit(s): 1
BTN - 525 Exper Models in Disease & Exper Design
This course will study the role of experimental models in
research. The various aspects of experimental models,
computer (in silico) to animal models, will be discussed
building on principles of experimental design. This course
requires the student to critically evaluate published work
and develop their model for a given disease. Research prob-
lems posed by faculty will be understood, developed and
solved by students in a cooperative, interactive application
of computer and library resources. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 2
BTN - 526 Laboratory Management
The Laboratory Management course introduces the theory,
practical application and evaluation of laboratory manage-
ment principles in research and healthcare, including safety,
research, educational methodology, quality control, ethics,
laboratory operations and laboratory information systems.
Opportunities for building critical thinking, problem-solving
and teamwork, communication, management and leadership
skills are provided. Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 1
BTN - 527 Introduction to Clinical Bioinformatics
This course represents a hands-on training in clinical bioin-
formatics. The students will be tasked with learning the data
architecture at Rush University Medical Center. Leveraging
this knowledge, the students will be asked to answer several
clinical questions. After completion of this course, the
students will have generated a clinical query, acquired data
on this query, and successfully analyzed the data. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
BTN - 531 Laboratory Techniques I
Introduction to laboratory techniques, basic techniques with
proteins and cells, laboratory safety training and good labo-
ratory practices training with qualifying examination. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2
BTN - 532 Laboratory Techniques II
Cell isolation and cell culture techniques; experimentation
with cell cultures; cell cycle, survival, protein and DNA con-
tent determination. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: Yes. Credit(s): 2
BTN - 533 Laboratory Techniques III
Basic and extended molecular biology techniques; DNA
and RNA work, cloning and protein expression techniques.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 2
BTN - 534 Laboratory Techniques IV
Animal husbandry, experimental procedures and tech-
niques. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 2
BTN - 535 Laboratory Techniques V
Modern techniques in sample analyses. Protein sample
preparation and analysis by HPLC, 2-D electrophoresis, IEF,
mass spec. Intro to proteomics. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: Yes. Credit(s): 1
BTN - 536 Laboratory Techniques VI
Histology and immunohistochemistry techniques. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2
BTN - 537 Research Capstone
This is the seventh course in a series of seven laboratory
courses for biotechnology students. The overall purpose of
this biotechnology degree is to train students to become
eective laboratory technicians. This course will provide an
opportunity for BTN students to do independent research
projects where they can utilize all their laboratory training to
address a specific question. This capstone research project
is a culmination of their training. In collaboration with a labo-
ratory partner, the students will design their experiments,
plan their time management and execute their design to
answer a scientific question. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 4
BTN - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
CDS - 574 Transition Counseling
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
CDS - 576 Issues in Counseling
The major focus is on understanding the process of the
helping relationship in counseling individuals with commu-
nication disorders and their families. Students will consider
the impact of cultural and age-related issues, and they
will develop skills and competencies needed to influence
eectiveness as a communicator. Knowledge of selected
counseling theory as it integrates into practice will be
acquired. Course may be audited by thesis-track students.
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 2
CDS - 592 Appl Topics: Comm Disords/Sci
Scientific, clinical, and professional issues in audiology and
speech-language pathology are examined using a variety of
formats that include student case presentations presented
in a clinical rounds format, expert guest speakers and journal
club. Oral presentation skills as well as analytical and clinical
problem-solving skills are emphasized. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
CDS - 615 Pharmacology
The general principles of drug action related to hearing
and balance function will be presented. Emphasis will be on
activity, mode of action, side eects, toxicity and drug inter-
actions relevant to the practice of audiology. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
CDS - 642 Advanced Topics in Amplification
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 1
CDS - 651 Vestibular Assessment II
This course expands upon concepts and test techniques
presented in Vestibular Assessment and Rehabilitation.
Advanced concepts, including unilateral peripheral vestibu-
lar dierentiation, bedside tests of assessment of VOR and
VSR, ENG and VNG, rotational test techniques, VEMP test-
ing, posturography, fall risk assessment, and measurement of
dizziness handicap are presented via lecture and hands-on
practicum, with additional emphasis on vestibular func-
tion and dysfunction in pediatric patients and older adults.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 1
CDS - 659 Seminar in Tinnitus Assessment & Management
The purpose of this seminar is to provide the fundamental
knowledge and skills necessary to help individuals with tinni-
tus self-manage this symptom and to minimize the negative
impact on tinnitus on everyday function and quality of life.
This seminar will (1) review research on the current under-
standing of the mechanisms of tinnitus, (2) discuss various
approaches toward counseling, assessment, and manage-
ment and (3) examine the treatment of eicacy of current
audiological, medical, and cognitive-based management
options. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
CDS - 663 Pediatric Ampli & Habilitation
Students learn about strategies involved in the management
of children with hearing impairment and deafness. Topics
include the pediatric fitting process for infants and children,
assistive listening devices for classroom and home, com-
munication modalities, auditory skills development and case
management. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
CDS - 664 Educational Audiology
The broad-based practice of audiology in the school setting
involves special issues and considerations. This course cov-
ers federal legislation, identification and assessment prac-
tices, case management, IEP development and the eects of
hearing loss on educational programming. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
CDS - 665 Auditory Implants
This course describes and compares various types of
brainstem, cochlear, middle ear and osseointegrated implant
technologies. Appropriate assessment, treatment and
management options for implant patients are described.
Principles of speech processing and psycho-acoustics are
related to the cochlear, middle ear and osseointegrated
implant technologies. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
CDS - 667 Auditory Processing
Students learn the neurophysiologic bases of central audi-
tory processing. The course includes consideration of
screening and diagnostic test batteries, results interpretation
and implications, and management approaches to central
auditory processing disorders. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1
CDS - 670 Hearing Conservation
This course includes an introduction to the eects of noise
on hearing, sound measurement, noise descriptors, testing
and follow-up. Prevention, hearing conservation procedures,
and protective devices are presented. Federal, state and
local regulations; workmen’s compensation; and litigation are
also discussed. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
CDS - 671 Seminar in Supervision
This course addresses key elements of supervision and men-
torship, focusing on students. Components include processes
that contribute to the goals and various forms of supervision
and mentorship, knowledge and skills needed by supervisors
and mentors, research and outcome issues in supervision,
leadership and supervision, challenges to eective supervi-
sion; and other related topics. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1
CDS - 672 Seminar in Career Topics
This course includes exploration, discussion and analysis of
21st century professional issues facing the audiology profes-
sion. Technological, political, legal, legislative and societal
changes impacting the practice of contemporary audiology
are examined. Topics will reflect current issues and may
include career planning and development, credentialing,
specialty certification and licensure, cultural competence,
scope of practice and the use of technology in clinical prac-
tice. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
CDS - 673 Practice Management & Clinical Operation
Service delivery models including private practice, clinics,
medical centers, non-profit agencies, industry, govern-
ment and other settings are introduced. Issues associated
with clinical operations and practice management include
business plan development, private practice orientation,
trends in healthcare, marketing, cost/benefit ratios, financial
and accounting consideration. Personnel issues, conflict
management and strategic planning are discussed. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
CDS - 682 Investigative Proj Prep Sem
This course will prepare students for conducting an investi-
gative project. In consultation with the course director and
other departmental faculty, students will generate potential
research topics for their investigative projects, evaluate their
merits, review methods and regulatory requirements for
conducting experimental, clinically-focused and evidence-
based review projects, perform initial literature review and
determine the appropriate research design. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
CDS - 683 Investigative Project
In this directed course, the student will select and analyze
a specific clinical or research question. Completion of the
project includes a professionally written paper and a presen-
tation. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
CDS - 692 Transition Practicum III & IV
Students are involved in supervised clinical experience with
patients of all ages displaying various hearing impairments.
Practicum experiences focus on development of specific
skills and competencies in the areas of clinical writing, diag-
nostic evaluation, case history, counseling, and treatment
techniques for patients from diverse cultural backgrounds.
The relationship of audiology to other health care professions
is also examined. Increasing knowledge and skill are expected
with each subsequent practicum experience. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
CDS - 800 Transition Internship I
A four-semester sequence of supervised audiologic patient
care in a variety of sites on-and o-campus. Student clini-
cians assume increasing responsibility for the full range of
basic and intermediate level audiologic diagnostic procedures
and interpretation and rehabilitative follow-up. Student clini-
cians assume caseload management under supervision and
develop increased critical thinking skills. Students also expe-
rience administrative and practice management activities.
The internship experience includes patients across the life
span and from diverse cultural backgrounds. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
CDS - 801 Internship II
A four-semester sequence of supervised audiologic patient
care in a variety of sites on-and o-campus. Student clini-
cians assume increasing responsibility for the full range of
basic and intermediate level audiologic diagnostic procedures
and interpretation and rehabilitative follow-up. Student clini-
cians assume caseload management under supervision and
develop increased critical thinking skills. Students also expe-
rience administrative and practice management activities.
The internship experience includes patients across the life
span and from diverse cultural backgrounds. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
CDS - 802 Internship III
A four-semester sequence of supervised audiologic patient
care in a variety of sites on-and o-campus. Student clini-
cians assume increasing responsibility for the full range of
basic and intermediate level audiologic diagnostic proce-
dures and interpretation and rehabilitative follow-up. Student
clinicians assume caseload management under supervision
and develop increased critical thinking skills. Students also
300 301
2020-2021 2020-2021Rush University Catalog Rush University Catalog
experience administrative and practice management activi-
ties. The internship experience includes patients across
the life span and from diverse cultural backgrounds. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
CDS - 803 Internship IV
A four semester sequence of supervised audiologic patient
care in a variety of sites on-and o-campus. Student clini-
cians assume increasing responsibility for the full range of
basic and intermediate level audiologic diagnostic proce-
dures and interpretation and rehabilitative follow-up. Student
clinicians assume caseload management under supervision
and develop increased critical thinking skills. Students also
experience administrative and practice management activi-
ties. The internship experience includes patients across
the life span and from diverse cultural backgrounds. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 5
CDS - 850 Externship I
This externship sequence is a full-time advanced audio-
logic clinical placement under the direction of the audiology
clinical education coordinator and preceptor. Externship is
o-campus and emphasizes increasing independence with
clinical practice as well as participation in clinical operations,
administrative and professional activities. Student demon-
strates skill levels commensurate with Externship competen-
cies. The Externship experience includes patients across
the life span and from diverse cultural backgrounds. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 7
CDS - 851 Transition Externship II
This externship sequence is a full-time advanced audio-
logic clinical placement under the direction of the audiology
clinical education coordinator and preceptor. Externship is
o-campus and emphasizes increasing independence with
clinical practice as well as participation in clinical operations,
administrative and professional activities. Student demon-
strates skill levels commensurate with Externship competen-
cies. The Externship experience includes patients across
the life span and from diverse cultural backgrounds. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 7
CDS - 852 Externship III
This Externship sequence is a full-time advanced audio-
logic clinical placement under the direction of the audiology
clinical education coordinator and preceptor. Externship is
o-campus and emphasizes increasing independence with
clinical practice as well as participation in clinical operations,
administrative and professional activities. Student demon-
strates skill levels commensurate with Externship competen-
cies. The Externship experience includes patients across
the life span and from diverse cultural backgrounds. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 7
CDS - 900 Independent Study
Independent study courses give students a unique opportu-
nity to pursue a course of study not commonly included in
the curriculum. If you are interested in pursuing an inde-
pendent study, meet with the faculty member you want
to work with to define the coursework and expectations.
Prerequisites: Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 1-12
CDS - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
CHS - TRN External Course Credit-CHS
This course is used if the content of such courses applies
directly to the student’s program of study in the college.
Courses used can be from another accredited college or
university, if approved by the college. A grade of B or better
must have been received. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1-15
CHS - TRNR Internal Transfer Credit-CHS
Rush University recognizes that courses delivered within
the colleges in dierent programs may lead to essentially
the same learning outcomes. With the department assign-
ing an equivalency status to courses, this course allows
students to receive an internal transfer of credit for identical
or equivalent courses when entering another program of
study. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1-15
CHS - 364 Health Care Systems & Policies
This course is designed to inform students of the present
structure and design of the health care system. This course
discusses the organization and delivery of health services,
the economics and financing of health care, the nation’s
health care workforce, access to and quality of health
services. The course explores topics that address current
issues in America’s health care system. The student will
understand what is prompting reform and the significant
changes in healthcare reform legislation. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
CHS - 601 Introduction to Biostatistics
This course is designed to develop knowledge of the appli-
cation of statistics for the health care professional. Material
covered in this course includes an understanding of basic
descriptive statistics, normality, parametric and non-para-
metric hypothesis testing and simple linear regression. The
focus of the course is to develop a familiarity with statisti-
cal concepts and use basic statistics to help with decision
making. The course will also provide a basic framework of
statistical knowledge, should the student be interested in
pursuing additional coursework later in their careers. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
CHS - 605 Introduction to Ethics in Health Care
This interprofessional course will introduce students to the
foundational theories and common language of health care
ethics. Through review of major ethical issues in health care,
students will explore the distinction between law and eth-
ics, the development of professionalism in health care, the
clinician-patient relationship, the conceptual and practical
challenges of informed consent, and the challenges of dis-
tributive and social justice for health policy and clinical prac-
tice. This course is highly interactive and divided equally
between the classroom and the internet. The classroom
portion of the course is a 50 minute weekly lecture covering
the assigned readings and objectives, followed by a 50-min-
ute case-based discussion section. The online portion of the
course is a webinar and includes weekly lesson activities
and related online discussion. The readings for each week
are available through the course website and will bridge the
classroom and online contents of the course. The course is
open to students in the College of Health Sciences. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
CHS - 610 Research Methods in Health Sciences
This course provides an introduction to basic, clinical, and
translational research methods. It emphasizes the develop-
ment of skills to enable the health science student evaluate
research articles and participate in clinical research activi-
ties. Quantitative research designs, sampling techniques,
measurement, and interpretation of common statistical find-
ings are also reviewed. Principles of evidence-based practice
are incorporated. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
CHS - 620 Health Care in America
Health Care in America is designed to provide an interdis-
ciplinary overview of the health care system for students
entering a health profession. Contemporary issues in
America’s health care system are addressed to include the
organization, delivery, economics and financing of health
care; the national’s health care workforce; major public
health issues to include acute and chronic disease man-
agement; issues related to health care disparities, cultural
competency and diversity; biomedical ethics; health policy;
global health and future directions of the health care sys-
tem. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
CHS - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
CLM - 500 Principles of Laboratory Management
The rapidly changing laboratory environment is constantly
responding to diverging trends in health care. This man-
dates the requirement for eective management. Laboratory
managers will need to create new solutions to today’s
problems. This course is designed to provide a web-based
learning approach to teaching the principles of laboratory
management. The focus is to present underlying manage-
rial concepts and then assist the learner in the successful
application of this information to real-life situations. Book
302 303
2020-2021 2020-2021Rush University Catalog Rush University Catalog
chapters, Internet references and website resources permit
the learner to acquire advanced and current information in
each of the major topic areas. Learning units are organized
to cover four major areas of management: Basic Principles
and Organizational Structure, Human Resources, Finance,
and Operations. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
CLM - 501 Evidence Based Research and Applied
Statistics
Introduction to research methods within the context of
health care outcomes is the focus of this course. Emphasis
on conceptual understanding of scientific reasoning,
research design, data collection methods, analysis, interpre-
tation, and ethical standards in research. Distance learning
format. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
CLM - 502 Quality Systems & Regulatory Issues
The complexity of operating a clinical laboratory requires
an in depth knowledge of quality systems as well as knowl-
edge of the regulatory requirements at both national and
local levels. Laboratory managers will need to understand
the principles of the quality system essentials (QSEs) and
be able to implement a quality management system (QMS).
This course is designed to provide a web-based learning
approach to teaching laboratory regulations and the prin-
ciples of quality management. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
CLM - 503 Method Comparison & Process Validation
This course is designed to prepare laboratory professionals
to understand the principles and procedures used to verify
manufacturer’s claims of analytical performance for in vitro
diagnostic products. Determining if total allowable error is
exceeded will be emphasized. Topics include compliance
with proficiency testing requirements, validation of refer-
ence ranges, determination of decision cut-o points, and
both quantitative and qualitative method evaluation. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
CLM - 504 Scientific & Technical Writing
This course is designed to develop your scientific and tech-
nical writing. It emphasizes a systematic approach to enable
you to produce a scientific paper in a well-presented, clear,
concise style. You will review basic writing skills and the
eective use of library resources to help you comprehend
the flow of scientific information. This course will prepare
you to write and submit a paper to a journal of your choice. It
should also help to prepare you to write your final manage-
ment research paper required for graduation Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
CLM - 505 Health Care Finance
This course is designed to provide students with a strong
foundation in financial management. Successful manag-
ers must be able to analyze financial information such as
budgets, income statements and cash flows. Students will
be introduced to general financial topics including financial
accounting, budgets, capital equipment acquisition, billing
and collection, reimbursement issues, contract negotiations
and materials management. This course employs a web-
based learning approach for students to gather informa-
tion through book chapters, PowerPoint presentations, and
additional readings and internet resources. Knowledge will
be demonstrated through online discussions, homework
assignments, and online examinations. Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: No. Credit(s): 3
CLM - 506 Management Project I
This course represents the first step to complete a
Management Research project for the successful comple-
tion of the Masters of Science in Clinical Laboratory
Management. The student establishes a topic, performs a
literature search and submits a formal proposal for their
management research project. It is customary for the stu-
dent to consult their immediate administrator/supervisor
to see if there is a project that would benefit the institu-
tion. The student will choose a targeted journal and follow
the guidelines in preparing their proposal established by
the department. The project approval form is submitted
to the Course Director for final approval from the depart-
ment. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
CLM - 507 Issues & Practices in Human Resource
Management
This course will include an overview of the operational and
strategic role that human resource management plays in
health care institutions. Readings, case studies, internet
references and website resources will permit the learner
to acquire advanced and current information in human
resource management, recruitment and hiring, training and
development, compensation and benefits, labor relations
(both union and non-union) and health and safety. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
CLM - 508 Health Care Informatics
This course is will include an overview of healthcare informat-
ics. It is designed to provide a web-based learning approach
to teaching the principles of laboratory information systems
management, and the review processes for selection, instal-
lation, building test dictionaries, validation, training and
integration with electronic health records. Readings, articles
from professional journals, internet references and website
resources will permit the learner to acquire advanced and cur-
rent information in each of the major topic area. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
CLM - 509 Management Project II
This course is the continuation of CLM 506 Management
Research Project I and involves completing the project identi-
fied in CLM 506 and composing the final paper. The final
manuscript should be of publishable quality for submission
to the department and to a clinical laboratory management-
related journal chosen by the student with the advice of the
faculty. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
CLM - 510 Management Experience
The Clinical Laboratory Management Experience is designed
to provide exposure to the skills necessary to perform suc-
cessfully in a laboratory management role. Current practice
requires laboratory managers to take decisive actions in areas
of operational, fiscal, and human resource management. This
Experience will provide students with training in the various
practices of laboratory management including planning, orga-
nizing, controlling, staing, and evaluation. Special emphasis
will be placed upon laboratory operations, personnel admin-
istration, regulations, and operating budgets. The Experience
prepares the graduate student to assume the duties of a labo-
ratory manager. This course is essential for all management
professionals who pursue a career in Healthcare Management.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
Yes. Credit(s): 4
CLM - 511 SBB Management Research Project
This course represents the Management Research Project for
the successful completion of the Master of Science in Clinical
Laboratory Management. Specialist in Blood Bank student
projects are designed in various areas of the clinical laborato-
ries and focus on clinical testing, management and supervision
issues. In this course, the topic is established and a proposal
is submitted to the course director for final approval from the
department. The approved management research project is
completed and the final paper is submitted, which should be of
publishable quality for submission to a journal of the student’s
choice. It is customary for the student to consult their immedi-
ate administrator/supervisor to see if there is a project that
would benefit the institution. Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
CLM - 513 Legal Issues in Health Care
The rapidly changing legal environment of health care aects
clinical laboratories. Laboratory managers must have a work-
ing knowledge of the legal system, and statutes, regulations
and case law that aects them. This course provides a web-
based approach to learning the essential legal issues aecting
laboratory management, using cases, statutes and regulations.
Learning units are organized to cover an introduction to the
American legal system, health care system organization, rela-
tionship between the patient and the laboratory, health care
information and privacy, civil tort liability of the laboratory,
criminal liability and penalties, and protection of intellectual
property. Topics are subject to change as new legal issues
arise. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
CLM - 900 Independent Study
Independent study courses give students a unique opportu-
nity to pursue a course of study not commonly included in the
curriculum. If you are interested in pursuing an independent
study, meet with the faculty member you want to work with to
define the coursework and expectations. Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 1-12
CLM - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to all
students admitted or re-admitted for fall 2015 or later. Doctoral
students should follow program requirements for continuous
enrollment and degree completion. Students who have not
completed their degree requirements are required to maintain
Continuous Enrollment through the college of their program
until the degree is earned. Continuous Enrollment courses
are graduate level courses set up by departments at Rush
University for students who need to remain actively enrolled
in the University while they finish their graduate work. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
CON - TRN External Transfer Credit-Con
This course is used if the content of such courses applies
directly to the student’s program of study in the college.
Courses used can be from another accredited college or uni-
versity, if approved by the college. A grade of B” or better must
304 305
2020-2021 2020-2021Rush University Catalog Rush University Catalog
have been received. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1-15
CON - TRNR Internatl Transfer Credit-CON
Rush University recognizes that courses delivered within
the colleges in dierent programs may lead to essentially
the same learning outcomes. With the department assign-
ing an equivalency status to courses, this course allows
students to receive an internal transfer of credit for identical
or equivalent courses when entering another program of
study. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1-15
CRE - 523 Readings in Clinical Research
This course consists of seminars evaluating clinical research
studies in the literature. Each seminar will evaluate a clinical
study, its attributes, as well as the methodological problems.
Many of the studies discussed will have been undertaken by
Rush Clinical Investigators and one of the investigators will
lead the discussion. Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 1
CRE - 556 Clinical Research Design
This course stresses the concepts of clinical research study
designs. A detailed look into the need, design, methods,
conduct of study, analysis, results, interpretation and infer-
ences of various clinical research designs is the main theme
of this course. The objectives are to: 1. Familiarize with the
need for clinical research and various clinical research study
designs. 2. Understand the reasoning behind the study
hypothesis, design and methods. 3. Develop understanding
of measurement, bias and randomization in clinical research.
4. Awareness of study procedures and monitoring of Safety
and Adverse Events. 5. Critically appraise published medi-
cal literature in clinical research design. Retake course for
credit: No. Pass/no pass grading allowed: No. Credit(s): 4
CRE - 557 Clinical Trials I
Presents an overview of all types of trial designs includ-
ing large simple trials, randomized double blinded trials,
crossover studies and others. The course applies concepts
obtained in Basic and Observational Epidemiology courses
to address how studies are set up to answer specific
research questions. The course reviews experimental
designs in the context of specific hypotheses, bias, and con-
founding. Publications from existing peer-review journals will
be used to illustrate various trial designs. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
CRE - 558 Clinical Trials II
This course focuses on practical application of the concepts
learned in Clinical Trials I. Trainees will be expected to design
various types of clinical trials e.g. multicenter, double blind,
placebo controlled studies as well as large simple trials and
describe rationale for blinding, methods of randomization and
planned analysis. Issues of data interpretation will be covered.
Prerequisite: CRE-557. Prerequisite: CRE 557. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
CRE - 559 Readings in Special Populations
This course consists of seminars evaluating clinical research
studies in the literature. Each seminar will evaluate a clinical
study, its attributes and the methodilogical problems. Many
of the studies discussed will have been undertaken by Rush
clinical investigators, and one of the investigators will lead
the discussion. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 1
CRE - 561 Introduction to Epidemiology
This course is designed to introduce the theories and con-
cepts of epidemiology. It will provide a comprehensive
and accessible introduction to epidemiological methods.
Specifically, the course will focus on the application of these
theories and concepts to the practice of public health. Topics
to be discussed include epidemiological terminology, measure-
ment of disease, disability and health in population groups,
vital statistics and reportable disease mechanisms, procedures
for infectious and chronic disease control. Course Objectives:
1.Define epidemiology as the study of the determinants of
health and illness in populations and the examination of fac-
tors contributing to health promotion, 2.Disease prevention
and the use of health services. 3.Describe the major epide-
miological research study designs and their advantages and
limitations. 4.Understand the basic terms and methods used
in: (i) outbreak investigation and infectious disease epide-
miology, (ii) chronic disease epidemiology, (iii) evaluation of
screening tests, and (iv) disease prevention and treatment
trials. 5.Identify public and private data resources available
for epidemiological studies and evaluate the quality, integrity,
and comparability of various data sources; and, 6.Understand
and apply descriptive epidemiology principles. 7.Apply ethical
principles and cultural sensitivity when accessing, collecting,
analyzing, using, maintaining, and disseminating epidemiologi-
cal data and information. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 2
CRE - 562 Advanced Epidemiology
This course explores advanced epidemiological techniques
that will build upon and the epidemiological knowledge and
skills taught in the CRE 561 Introduction to Epidemiology.
The course achieves its aims through lectures, tutorials, and
assessments. The focus of this is on epidemiological meth-
ods with an emphasis on causality in epidemiologic research,
theoretical considerations, and interpretations of findings.
Objectives: 1. Demonstrate an understanding of epidemiologi-
cal theory and its application in health science. 2. Critically
assess the epidemiological quality of research in a range
of studies outlining the basis of methodological approach
and criteria for determining the quality of the research. 3.
Demonstrate sophisticated interpretation and application
of epidemiological methods and principles and explain their
relevance to specific study designs. 4. Analyze epidemiologi-
cal data using statistical analytical software 5. Examine basic
concepts of epidemiology as tools to promote the complex-
ity of healthcare systems 6. Evaluate biomarker prognostic
studies and multivariate prediction models. Retake Counts for
Credit: No. Pass//No Pass Grading Allowed: No. Credit(s): 2
CRE - 597 Thesis Research
For a students in the Master of Science in Clinical Research
program to undertake thesis research. Participation requires a
research mentor. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 1-9
CRE - 900 Independent Study
Independent study courses give students a unique opportu-
nity to pursue a course of study not commonly included in the
curriculum. If you are interested in pursuing an independent
study, meet with the faculty member you want to work with to
define the coursework and expectations. Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 1-9
CRE - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to all stu-
dents admitted or re-admitted for Fall 2015 or later. Doctoral
students should follow program requirements for continuous
enrollment and degree completion. Students who have not
completed their degree requirements are required to maintain
Continuous Enrollment through the College of their program
until the degree is earned. Continuous Enrollment courses
are graduate level courses set up by departments at Rush
University for students who need to remain actively enrolled
in the University while they finish their graduate work. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
CVP - 605 Cardiopulmonary Anatomy and Physiology
This course provides an introduction to cardiac and pulmo-
nary anatomy, hemodynamic function and electrophysiology.
Students will focus on gas laws and how they apply both to
human lung function as well as artificial lung function. In addi-
tion, the students will focus on the anatomy and physiology of
the human heart and vascular system. Emphasis is placed on
the application of these areas as it applies to cardiovascular
surgery and perfusion technology. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
CVP - 606 Acid Base Physiology
This course provides the perfusion student with a compre-
hensive review of the structural, functional, and integrative
aspects of the kidney and urinary system. The course will
focus on theory, application, and interpretation of blood gas
analysis and associated clinical cardiopulmonary physiologic
mechanisms that underpin renal function. CVP 605 Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
CVP - 611 Cardiovascular Perfusion Technology I
This course introduces the perfusion student to the historical
development of both cardiac surgery and perfusion tech-
nology. In addition, the students will learn about the basic
components of the heart lung machine and their principles
of function. Students will also learn the principles of aseptic
technique as practiced in the operating rooms and related
departments of the hospital. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
CVP - 612 Instrumentation in Cardiovascular Perfusion
This course introduces the student to the various types of
electronic monitoring equipment required for open heart
surgery and related procedures. Instructional design includes
didactic presentation of operational theory with practical
operating room experience, simulated scenarios and labora-
tory study. Topics of study include electrical circuitry, pres-
sure transducers, thermistors, cardiac output devices, fluid
dynamics and physiologic monitoring devices. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
CVP - 615 Cardiovascular Perfusion Technology II
This course will focus on adult cardiac and thoraco-aortic
surgery. Lectures will focus on acquired adult cardiac and
aortic disease states and appropriate equipment, circuits
and ancillary equipment used by the perfusionist. Students
will practice perfusion setups and provide presentations on
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current perfusion practices related to adult cardiac diseases.
CVP 611 & CVP 612 Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
CVP - 620 Evaluation of the Cardiac Surgery Patient
This course introduces the basic diagnostic principles
involved in determining the nature and extent of the disease
necessitating surgical intervention. Factors that are impor-
tant in determining perioperative morbidity and intraopera-
tive perfusion management (e.g. patient medical history,
laboratory results, diagnostic tests, etc.) will be discussed.
Course work will include class time and observations within
the clinical arena. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
CVP - 621 Seminar I
This course is designed to give students a basic understand-
ing of medical terminology, aseptic technique, patient safety
issues, professionalism and medical ethics. Students will be
introduced to ethical principles often encountered in the
health professions. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: Yes. Credit(s): 3
CVP - 622 Pathophysiology and Perfusion Techniques
This course is designed to provide the perfusion student
with an opportunity to explore the association of anatomy,
physiology and pathophysiology and the application of
perfusion practice. The course will provide the detailed
foundation and skills necessary to understand the interplay
between the science of extracorporeal technology and the
pathophysiologic considerations. Identifying and applying
these principles in a systematic and integrated manner is
required for evidence-based clinical practice. CVP 611 & CVP
612 Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 5
CVP - 623 Adult and Pediatric Congenital Heart Disease
This course introduces the student to the cardiovascu-
lar physiology, pathophysiology and anatomical dier-
ences associated with pediatric and adult congenital heart
patients. Through lectures and discussion, the students
will be prepared to understand these defects as well as
how a perfusionist manages the heart lung machine during
these complex congenital procedures. Prerequisite: CVP
605. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
CVP - 624 Mechanical Circulatory Support
This course introduces the student to the advance practice
guidelines for the care of patients treated with cardiac assist
devices. Device selection based on patient issues, implan-
tation, operation and monitoring of various devices will be
discussed. These devices, including cell savers, ventricular
assist devices, extracorporeal membrane oxygenation, bal-
loon pumps, etc. will be reviewed to give the students an
understanding of the devices they will be encountering in
the field. Prerequisite: CVP 622. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 2
CVP - 632 Principles of Pharmacology
Students will learn the fundamental principles and concepts
of pharmacology. Discussions will focus on the principles of
drug absorption, distribution, and metabolism; drug receptor
activities, and the therapeutic uses and mechanism of action
of drugs in each major drug group. Prerequisite: CVP 620.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
CVP - 640 Principles and Practices of Cardiopulmonary
Bypass with Simulation
This course prepares the student for their perfusion practi-
cum courses. The principles of extracorporeal circulation will
be presented in lecture and applied during simulation and
laboratory experiences. Students will prepare specific care
plans for patient bypass procedures. Performance standards
evaluated include: prebypass assessment of the patient’s
hemodynamics and readiness for bypass, the institution and
management of cardiopulmonary bypass, anticoagulation
status, system and patient monitoring, as well as procedural
awareness. Each experience will conclude with a de-briefing
to allow progress thru the stages of learning. Prerequisite:
CVP 622. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 4
CVP - 641 Perfusion Practicum I
This is the first clinical rotation the student will have dur-
ing their course of study. The students will continue to
review the diagnostic work up procedures and apply their
knowledge to develop a perfusion management plan for the
patient undergoing cardiac surgery. The student will begin to
assist in the operation and management plan for the patient.
During this rotation students will be tested on competencies
required to prepare them for perfusion practicum II through
simulation, oral exams and a written exam. Prerequisite: CVP
622 and CVP 632. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: Yes. Credit(s): 4
CVP - 642 Perfusion Practicum II
This is the second clinical practicum experience for the stu-
dent. Each course builds on the skills in the previous clinical
and didactic courses. The overarching goal of the practicum
series is that the student shows steady progression towards
the goal of independent practice while under the watchful
eye of the clinical instructor. Prerequisite: CVP 641. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: Yes.
Credit(s): 12
CVP - 645 Perfusion Practicum III
The principal goal of this final practicum experience is that
the student will be capable of performing perfusion related
duties supervised, but without instructor intervention.
Prerequisites: CVP 641 and CVP 642. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 12
CVP - 661 Master’s Project I
The purpose of this course is to provide the perfusion stu-
dent with the ability to perform research. The student will be
introduced to the concepts of the IRB approval process and
learn how to complete a literature review, collect data, com-
plete a statistical analysis and write a final paper on their
research as applicable to their projects. In the CVP 661-662-
663 course series, students will complete a research project.
CHS 601 & CHS 610 Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
CVP - 662 Master’s Project II
The goal of this course is to integrate qualitative methods
with perfusion technology knowledge and skills to test a
hypothesis that addresses a current issue that is important
to management of perfusion technology related to health
care. Prerequisites: CHS 601, CVP 610 and CVP 661. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
CVP - 664 Master’s Project III
This course will focus on completion of the research project
for satisfaction of the graduation requirement. The student
will be required to present the progress and findings of their
research. Prerequisite: CHS 601, CVP 610, CVP 661 and CVP
662. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
CVP - 680 Organizational Leadership
The Organizational Leadership class will focus on the tools
and strategies necessary to become an eective leader.
While the focus will be on how these strategies can be
used within a large or small perfusion group their origin is
based in eective management and leadership within any
organization of any size. Upon completion of this class the
student will have been exposed to the leadership skills that
will prepare them as a future leader in the profession. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
CVP - 681 Health Care Quality and Operations
Management
The Health Care Quality and Operations Management class
is designed to expose the student to principles that foster
continuous improvement within an organization through
Continuous Quality Improvements (QCI) and Quality
Assurance (QA) initiatives. QA has become a mandatory
component of every profession in the business of deliver-
ing patient healthcare and it is critical that all future leaders
have been exposed to these principles. Upon completion of
this course the student will have a solid understanding of
how to insure evidence based medicine is being delivered.
Prerequisite: CVP 680. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 2
CVP - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
DRM - 7EI Dermatology Individualized Elective
Students may receive credit for an individually arranged
elective with a Rush faculty member. In order to receive
credit for such a rotation, the person to whom the student
will be responsible must write a letter stating the student’s
activities, responsibilities, amount of supervision, and spe-
cific dates of the rotation. The sponsoring faculty member
must complete an evaluation of the student’s performance
at the conclusion of the elective. Students must submit a
proposal to the Oice of Clinical Curriculum for approval at
least eight weeks before the rotation and must have writ-
ten approval from the assistant dean of Clinical Curriculum
before beginning the rotation. Students may receive four
weeks of credit for an individually arranged elective. Credit
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for a maximum of only one individually arranged elective
will count toward graduation requirements. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
DRM - 716 Dermatology
Dermatologic problems are studied under the direct supervi-
sion of the departmental faculty; diseases are considered
from the standpoint of etiology, pathogenesis, diagnosis,
course, and treatment. Clinical and histopathologic correla-
tions are emphasized. Skin therapeutics is taught stressing
biochemical and physiological considerations. There is a writ-
ten final examination based on assigned reading. Third-year
students may take this elective only in May/June of their M3
year. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 4
DRM - 781 Research in Dermatology
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, respon-
sibilities, amount of supervision, and the specific dates of
the rotation. Credit toward graduation is granted assuming
that the research project is ongoing throughout the aca-
demic year. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from the
director of Clinical Curriculum before beginning the rota-
tion. Research rotations are scheduled for a minimum of four
weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply
to the rule of eight weeks maximum credit for coursework
in a single subspecialty. This decision is at the discretion of
the Oice of Clinical Curriculum. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s):
4-8
EMD - EXM Emergency Medicine Exam Remediation
Remediation of course examination. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
EMD - REM Emergency Medicine Clinical Remediation
Remediation of clinical weeks. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
EMD - 703 Core Clerkship: Emergency Medicine
Students are primarily responsible for the clinical manage-
ment and documentation of patients, including performing
an initial and any subsequent assessments, ordering and
interpreting any diagnostic workup, discussing the case with
any consultants or admitting teams. Emphasis is placed on
the student learning how to perform a focused evaluation of
an undierentiated patient, particularly the formation of a dif-
ferential diagnosis and strengthening clinical decision making
skills. Required in M4 Year Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: Yes. Credit(s): 4
EMD - 716 Emergency Medicine
Students evaluate adult and pediatric patients in the
Emergency Room under the supervision of an attending
physician. Fourteen eight-hour shifts are required over the
four-week block. There will be at least two weekend shifts,
two night shifts, and two evening shifts (actual scheduling
will take place at orientation). Grading is based on clinical
performance, participation in didactic sessions, a presentation
at the end of the rotation and an oral exam. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
EMD - 717 Disaster Medicine
In this course, students are exposed to the concepts of man-
aging a disaster scene (triage, incident command structure
and performing a hazard vulnerability analysis). Activities
are conducted through the use of web-based study modules,
discussion forums, and internet chat. Students complete a
hazard vulnerability analysis project (through a discussion
forum). Fundamental disaster medicine concepts regarding
chemical, biological, radiological, nuclear, explosive (CBRNE
injuries), in addition to natural disasters and psycho-behav-
ioral implications of such events, are also completed online.
Each module will be followed by a short quiz to test compre-
hension. A final exam including a specific disaster scenario
(presented online) will also be administered. Upon completion
of this rotation, the student will be able to: 1. Describe the
fundamental concepts of Hospital Incident Command System
(HICS) 2. Dierentiate the various categories underlying
triage in disaster situations 3. Apply the concepts of Hazard
Vulnerability Analysis 4. Describe the essential elements
behind Chemical Biological Radiological, Nuclear, Explosive
(CBRNE), and natural disasters 5. Explain the essential
psycho-behavioral implications of disasters. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2
EMD - 720 Emergency Medicine Ultrasound
The Rush Emergency Ultrasound Elective is designed to
provide Students with the opportunity to learn foundational
knowledge in in using an ultrasound examination within
Emergency Medicine Ultrasound through didactic learning then
hands-on practice with real patients. At the end of the course,
students will be able to: describe the clinical applications of
ultrasound in the emergency setting; successfully perform an
ultrasound examination of the aorta and focused assessment
with ultrasound for trauma (FAST) as well as identify posi-
tive and negative findings of the aorta and FAST examination.
Students have a choice of taking this elective for two or four
weeks. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 2-4
EMD - 722 Pediatric Emergency Medicine
Students evaluate pediatric patients in the Emergency Room
under the supervision of an attending physician. Evening and
weekend shifts are included. The student is required to attend
teaching conferences in the Emergency Department and to
present an informal lecture on a pediatric emergency medicine
topic. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 4
EMD - 740 Medical Toxicology
The Rush Medical Toxicology Elective Course is designed to
educate students about the pathophysiology, presentation,
and treatment of acute drug overdose and withdrawal, increase
students understanding of the value of the poison center in
treating poisoned patients , value bedside evaluation as well as
increase their understanding for the approach to and treat-
ment of patients with substance use disorders in the hospi-
tal. Students will have the opportunity to care for poisoned
patients, apply their bedside knowledge and gain first-hand
experience in the possible complications in order to help them
become thoughtful prescribers. Students have a choice of tak-
ing this elective for two or four weeks. Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 2-4
EMD - 781 Research in Emergency Medicine
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must write
a letter describing the student’s activities, responsibilities,
amount of supervision, and the specific dates of the rotation.
Credit toward graduation is granted assuming that the research
project is ongoing throughout the academic year. Students
must submit a proposal to the Oice of Clinical Curriculum for
approval at least eight weeks before the rotation and must have
written approval from the director of Clinical Curriculum before
beginning the rotation. Research rotations are scheduled for
a minimum of four weeks of credit with the expectation that
the full project will extend beyond the formal course duration.
Depending on the proposal, the weeks of credit may or may
not apply to the rule of eight weeks maximum credit for
coursework in a single subspecialty. This decision is at the
discretion of the Oice of Clinical Curriculum. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4-8
EMD - 830 Medical Toxicology/Poison Control
This course introduces the student to the nature and scope
of poisoning. The Illinois Poison Center covers the entire
state of Illinois and handles 90,000-100,000 calls per year
from individuals and healthcare facilities. The goal for the
medical student is to develop a basic understanding on acute
poisonings. In addition, the student will be knowledgeable
about the public health role of the Poison control Center and
Medical Toxicologists in managing poisons throughout the
state, and it’s interface with the public and health care facili-
ties. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 2-4
EMD - 831 Emergency Ultrasound
This course provides students with an introduction to emer-
gency ultrasound as well as an inside look into emergency
medicine. Students are evaluated across core competencies
based on interactions with patients, total number of scans,
accuracy and participate in didactics, journal clubs, image
review sessions and research meetings. Students determine
when an emergency ultrasound exam is indicated, discuss
the examination with the patients and obtain informed con-
sent, obtain US images, interpret US images and work with
primary clinical sta to integrate US findings into patient
management. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 2
FAM - 7EI Family Medicine Individualized Elective
Students may receive credit for an individually arranged elec-
tive with a Rush faculty member. In order to receive credit
for such a rotation, the person to whom the student will be
responsible must write a letter stating the student’s activi-
ties, responsibilities, amount of supervision, and specific
dates of the rotation. The sponsoring faculty member must
complete an evaluation of the student’s performance at the
conclusion of the elective. Students must submit a proposal
to the Oice of Clinical Curriculum for approval at least eight
weeks before the rotation and must have written approval
from the assistant dean of Clinical Education before begin-
ning the rotation. Students may receive four weeks of credit
for an individually arranged elective. Credit for a maximum
of only one individually arranged elective will count toward
graduation requirements. Elective Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
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FAM - 705 Family Medicine Leadership Program (FMLP)
The Family Medicine Leadership Program (FMLP) is a
four-year, longitudinal curriculum designed to help meet
the health needs of the population by training a select
group of primary care focused medical students to become
family medicine providers, mentors and leaders. The cur-
riculum emphasizes patient-centered, community-based,
interdisciplinary and experiential learning, with leadership
development throughout the full four years of the student’s
undergraduate medical education. Students are assigned
to outpatient practices that will serve as their longitudinal
“home base” for their entire medical school experience.
They are supervised by family medicine faculty mentors and
become an integral part of the community-based care team,
gaining an appreciation for continuity of care by following
their own panel of patients over time, observing the course
of illness and recovery. The students participate in extracur-
ricular activities and learning activities that emphasize the
patient-centered medical home, promote community service
and scholarly pursuits, requiring independent study and
self-directed learning, allowing for significant personal and
professional growth. Elective Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 1
FAM - 710 Subinternship: Family Medicine
An intensive inpatient primary care experience at Rush
Copley. The subintern will function in a capacity similar to an
intern, with supervision by a senior Family Medicine resident
and faculty physician. Required in M4 Year Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
FAM - 725 Alcohol/Chemical Dependency
In this course students develop skills in interviewing and
managing alcoholic and other chemically dependent
patients. A longitudinal interdisciplinary experience is
stressed, emphasizing detoxification, rehabilitation, and
outpatient treatment. Can be taken for either two or four
weeks. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 2-4
FAM - 735 Primary Care Sports Medicine
The focus of this course is on outpatient management of
acute and chronic sports and exercise-related injuries and
medical issues pertinent to athletes in a multidisciplinary
setting. Emphasis will be placed on the diagnosis and treat-
ment of musculoskeletal problems common to athletes. In
the context of sports medicine, the student will get expo-
sure and improve proficiency in musculoskeletal physical
examination, imaging (such as plain films, MRIs, and bone
scans); biomechanics; physical therapy, physiology and
metabolism; nutrition; and sports psychology. In addition
to the clinical issues, the philosophy of primary care sports
medicine is explored, and the aspects of prevention in sports
medicine is highlighted. Elective Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 2-4
FAM - 741 Urban Primary Care
An advanced preceptorship with three family physicians
in an urban practice. Students are expected to initiate and
complete a research or quality improvement project focusing
on preventive health services or the enhancement of access
to medical care for minority communities. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
FAM - 745 Private Practice Preceptorship
A preceptorship with an experienced family physician, both
at the oice and in the hospital. The student works in all
areas of a busy physician’s practice. Multiple sites in Chicago
and suburbs are available. Elective Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
FAM - 761 Principles and Practice of Wo nd Care
This course is designed to introduce the student to the
multidisciplinary approach used in the management of
chronic wounds, including the evaluation and treatment of
these wounds in the context of underlying complex medical
conditions (such as diabetes mellitus, renal failure, osteo-
myelitis, arterial insuiciency, spinal cord injuries, peripheral
vascular insuiciency, and resistant infections). Students are
introduced to new developments in the field of wound care
(platelet derived GF, skin grafting, vacuum assisted closure,
compression pumps/wraps, etc.). Since the patients return to
the clinic on a weekly basis for ongoing treatment, students
have the opportunity to participate in continuity of care,
and observe the wound healing. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 2
FAM - 781 Research in Family Medicine
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, respon-
sibilities, amount of supervision, and the specific dates of
the rotation. Credit toward graduation is granted assuming
that the research project is ongoing throughout the aca-
demic year. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from the
director of Clinical Curriculum before beginning the rota-
tion. Research rotations are scheduled for a minimum of four
weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply
to the rule of eight weeks maximum credit for coursework
in a single subspecialty. This decision is at the discretion of
the Oice of Clinical Curriculum. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4-8
GC - TRN External Transfer Credit-GC
This course is used if the content of such courses applies
directly to the student’s program of study in the college.
Courses used can be from another accredited college or
university, if approved by the college. A grade of B or better
must have been received. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1-15
GC - TRNR Internal Transfer Credit-GC
Rush University recognizes that courses delivered within
the colleges in dierent programs may lead to essentially
the same learning outcomes. With the department assign-
ing an equivalency status to courses, this course allows
students to receive an internal transfer of credit for identical
or equivalent courses when entering another program of
study. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1-15
GCC - 501 Molecular Bio: Genome/Proteome
DNA structure, replication, recombination, cloning, sequenc-
ing and related topics will be covered. This course will
continue with organization of the human genome, the cell
cycle, genetic mapping and relationships between genes
and diseases. Transcriptional and translational regulations
will be included. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
GCC - 502 Cell Biochem: Pro, Trans, Signl
Concepts of cellular biochemistry, which underlie the
structure, organization and communication of cells, will be
presented. Protein, carbohydrate and lipid structure and
function in cellular organization and their metabolism will
be covered. Special emphasis will be placed on the roles
of enzymes, signaling systems, receptors in cell func-
tion. Intermediary metabolism in health and disease will
be discussed. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: Yes. Credit(s): 3
GCC - 503 Functional Cell Biology
The major concepts of cell structure and function will be
covered. Topics include tissue origin and organization,
extracellular matrix, cytoskeleton, cell-cell adhesion, organ-
elles and compartments, endocytosis, exocytosis, meta-
bolic requirements for signal transduction, cell motility and
regulation of cell proliferation. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1
GCC - 504 Functional Tissue Biology
The biochemical and cellular basis for tissue structure and
function will be covered. Topics include systems histology
and anatomy, immunity, tissue injury and repair/regenera-
tion, regulation of cell-cell adhesion, apoptosis and endocri-
nology. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
GCC - 505 Techniques in Biomedical Sciences
The first portion of this course will introduce students to
the laboratories and share a deeper look into the research
opportunities available at Rush. The laboratory portion of
the course will provide a didactic overview and a demon-
stration of certain laboratory techniques. Topics include
electrophoresis, genomics, PCR, tissue culture, cell-sorting
techniques, ELISA, chromatography/LC mass spectrom-
etry, imaging techniques, histocytochemistry and micros-
copy. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: No. Credit(s): 2
GCC - 506 Biomedical Ethics
The major issues of honesty and fairness as practiced in the
scholarly pursuit of new knowledge will be reviewed. Topics
include equal opportunity and non-discrimination, abusive
relationships, student-faculty relationships, responsibilities
of students, faculty, chairpersons and administrators, hon-
esty in writing, authorship, and ownership of data. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
GCC - 507 Biomedical Statistics
This is an introduction to study design and hypothesis test-
ing. Topics include data definition, study design, probability
theory, confidence intervals, hypothesis testing and the
techniques used in modern biostatistics. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
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GCC - 508 Writing Practicum
This is a hands-on writing course which focuses on the
requirements for abstract, manuscript and grant application
writing. Topics include abstract writing, manuscript writing
and grant writing. Each topic is covered in several sub-
components. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
GCC - 510 Introduction to Pharmacology
This is a comprehensive course containing topics which are
central to Medical Pharmacology. This course will extend
throughout one semester and will cover all major topics in
Pharmacology supported by the related Physiology content
in GCC 504. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
GCC - 511 Readings in Molecular Biology
Journal Club course that covers topics related to GCC-
501. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
GCC - 512 Readings in Cellular Biochem
Journal Club course that covers topics related to GCC-
502. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 1
GCC - 515 Advanced Studies on Molecular, Cellular, and
Functional Tissue Biology
This course will follow GCC-501-504 courses to provide
a deeper and further understanding to MS and PhD stu-
dents by augmenting current advances on the functions of
selected organs at molecular, cellular and tissue levels with
respect to their normal and/or pathological states. With the
completion of this course, students are expected to compre-
hend advancements made on the functions of these organs
as well as will be able to develop thought process for their
own research works. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
GCC - 516 Foundations in Biomedical Sciences
The core curriculum GCC 516 is a foundation course encom-
passing the areas of tissue, cell and molecular biology. The
course is 7 credit hours consisting of five parts to be oered
sequentially. Graduate education in the biomedical sci-
ences is ever changing to adopt and accommodate recent
developments in the field. To better equip students to cope
with the emergence of evolving diseases and their patho-
physiologies, a single discipline-based curriculum is being
changed to foundation courses in an integrated curriculum
structure. In addition to classroom didactic lecture sessions,
these courses will also reinforce basic concepts of biological
processes through break-out discussions and hands-on ses-
sions. Topics of the core courses are selected and arranged
in such a way that after completion of the courses, students
will be ready to enter any of the specific areas of the IBS PhD
and MS programs. The approach of the proposed course
includes the introduction of basic organ systems and pro-
cesses of the human body followed by cellular and molecular
regulation of their functions in health and disease. Of the
three main parts, molecular biology constitutes the last part
of the courses. Thus, students will be able to apply imme-
diately the knowledge and techniques of molecular biology
to their dissertation or thesis work. Finally, in designing the
course, special emphasis was given to avoid duplication
among topics and it will save the valuable academic time of
the students and thus, they will have more time available for
their lab work. Readings and other assignments will be pro-
vided on Blackboard. The students will review material and
generate questions that will be the focus of interactive small
group sessions. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 7
GCC - 519 Intro to Neuroscience
This course will provide students with an understanding of
basic graduate neuroscience topics. At the completion of
this course, the student will learn: 1. Describe the compo-
nents and anatomy of the nervous system (central nervous
system and peripheral nervous system) 2. Describe the
molecular and cellular physiology of neurons 3. Understand
the functional and structural organization of the human brain
including the central nervous system (brain and spinal cord)
and peripheral nervous system 4. Learn about learning and
memory neurological disorders Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
GCC - 530 Laboratory Rotations I
Hands-on experience in a laboratory to provide the student
with an understanding of laboratory interests and learn
research protocols. Repeatable for exposure in dierent labs.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 1-9
GCC - 531 Topics in Biomedical Integration I
Seminar and hands-on course to demonstrate the skills
needed to approach diseases from the molecular, cellular
and organ system levels. Retake Counts for Credit: Yes. Pass/
No Pass Grading Allowed: No. Credit(s): 2
GCC - 532 Topics in Biomedical Integration II
Comprehensive exam project. Student demonstrates profi-
ciency in approaching a disease from the molecular, cel-
lular and organ system levels. Utilizing all coursework from
the first year. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 3
GCC - 533 Laboratory Rotations II
Hands-on experience in a laboratory to provide the student
with an understanding of laboratory interests and learn
research protocols. Repeatable for exposure in dierent
labs. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1-9
GCC - 534 Laboratory Rotations III
Hands-on experience in a laboratory to provide the student
with an understanding of laboratory interests and learn
research protocols. Repeatable for exposure in dierent
labs. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1-9
GCC - 544 Advanced Biomedical Statistics
This is an advanced course that will cover principles of
Biostatistics in the context of biomedical science. Topics
include basic and advanced statistical theory and tech-
niques for experimental design and analysis of biomedical
data. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
GCC - 546 Principles of Biostatistics I
Covers statistical issues in clinical trial design. This includes
blinding, randomization, bias, and intent to treat. Use of
descriptive statistics and graphical techniques to explore
patterns in data. A review of the basic properties of prob-
ability and the characteristics of the normal and binomial
distributions. One and two sample inference and hypoth-
esis testing for proportions, means and medians, one way
analysis of variance and simple linear regression including
diagnostics based on residuals and confidence intervals for
regression coeicients are covered. Hypotheses testing for
cross-classified data are also discussed. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
GCC - 547 Principles of Biostatistics II
Covers multifactor analysis of variance, multiple regression,
logistic regression including Hosmer-Lemeshow goodness-
of-fit and receiver-operating curves. Survival analysis includ-
ing log rank tests, Kaplan-Meier curves and Cox regression
are covered. Additionally, statistical software packages such
as SAS or SPSS are discussed. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
GCC - 548 Bioinformatics
This course provides a practical, broad-based foundation in
biomedical informatics. Topics in acquisition, analysis, and
storage of information in health care, biomedical research,
and public health will be presented. The course will primar-
ily use a problem-oriented interactive format to illustrate
meaningful applications of information technology. Publicly
available large data sets and tools will be used to teach basic
techniques in data collection and queries, visual presenta-
tion of data, comparative eectiveness analysis, decision
support, natural language processing, and genomics. No
computer programming skills are required. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
GCC - 549 Bioinformatics II
This course presents introductory material on methods and
procedures with Medical Bioinformatics and how such data
can be used for process research relative to quality, safety
and health outcomes research. Topics will include use of
EHR data for research. The role of “big data” such as with
EHRs or other large medical data resources in conduct-
ing “pragmatic” clinical trials. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1
GCC - 550 Practical Bioinformatics for the Biomedical
Sciences
This course will introduce biomedical graduate students to
standard concepts in bioinformatics. In addition to review-
ing dierent topics within bioinformatics, the course will
oer practical lessons and hands-on exercises for students
to practice common bioinformatics techniques, such as
genome alignment, variant calling, and statistical analysis.
Students will be introduced to the Linux command line inter-
face used by most open source bioinformatics tools and “R”
for statistical analysis and data visualization. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
GCC - 551 Ethics and IRB
This course provides the framework around which clinical
research projects are based in terms of the Institutional
Review Board. The course includes didactic lectures on the
legal requirements of informed consent, regulatory pro-
cesses, intellectual property, the role of the oice research
integrity as well as required participation on IRB review pan-
els inside the University. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 2
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GCC - 552 Intro to Regulatory Process
Lectures cover the process of Drug and Device Discovery,
the IND or IDE process, preclinical research, clinical research
process for Drug and Device studies, New Drug applica-
tion, international drug development guidelines, IRB in drug
research, device development, reporting adverse drug reac-
tions, the use of biologic markers in trials, drug metabolism,
Genetics in Drug Development and orphan drug develop-
ment, as well as PK/PD modeling in Drug Development.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
GCC - 590 Graduate Human Anatomy
This intensive introduction to human gross anatomy is a
broad survey of the structural organization of the human
body. Clinical implications and how disease and/or injury
aect normal anatomical structure/function are emphasized.
Laboratory sessions are conducted regionally on cadaveric
prosections and encompass the back, extremities, thorax,
abdomen, pelvis, perineum, and the head and neck. Lectures
and small group discussions prepare students for lab and
allow students to apply their knowledge of anatomy to clini-
cal cases. Each examination consists of a laboratory practi-
cal and a written component. Retake course for credit: No:
Pass/no pass grading allowed: No. Credit(s): 5
GCC - 593 Introduction to Grantsmanship
The course builds on Tools for Research. The aim of this
course is to teach the trainee how to organize and highlight
the most important parts of a grant proposal. The course
emphasizes writing style, consistency and integration of
thought. All aspects of an NIH proposal are emphasized
including the genesis of the budget and budget justifica-
tion. P/N grading for clinical research students. Letter grade
available for other majors. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 1
GCC - 598 Pre-Proposal Research for Integrated
Biomedical Sciences
Laboratory research in an area that will form the basis of a
dissertation proposal or master’s thesis. Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: No. Credit(s): 1-9
GCC - 599 Thesis Research for Integrated Biomedical
Sciences
This course provides credit for the research that forms the
basis for scientific presentation, possible publications and
ultimately the Master’s Thesis. The student performs the
research in the Mentor’s/Adviser’s laboratory and is involved
with proposing, planning, and the execution of the Master’s
Research. The Mentor and the Thesis Committee assess
the research and evaluate student progress in research,
research collaboration and the scientific communication of
research. Registration requires approval of a mentor by the
program director of the Integrated Biomedical Sciences pro-
gram. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: No. Credit(s): 1-9
GCC - 611 Cancer Biology I
In this pro-seminar series students will learn the underlying
molecular and cellular biology involved in carcinogenesis,
tumor growth, and metastasis, with an emphasis on modern
techniques and strategies used to dissect these mecha-
nisms and ‘target’ tumor cells. This course will provide the
student with a solid background in general cancer biology
with knowledge of the latest concepts in signal transduction,
metabolic reprogramming of tumor cells, cell cycle control,
and cancer therapeutics as well as a general appreciation
of the rapid advances made recently in the area of cancer
research. Students will learn: 1) how cellular processes are
altered during cancer, 2) how dierent cancer types are
being modeled and studied in the laboratory, and 3) how
novel therapeutic strategies are being developed to tar-
get an individual tumor based upon its genetic mutational
status. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 3
GCC - 612 Cancer Biology II
This is an extension of GCC 611. Basic concepts are applied
towards specific organ sites of cancer and actual diagnostic
testing. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
GCC - 620 Introduction to Teaching
This course builds crucial educational skills that Ph.D. gradu-
ates will need to function as teachers in academia. Designed
as a mentored experience for Ph.D. candidates, the course
will oer theoretical and practical experience in graduate
teaching. Individually designed series of practicum units
will be arranged for each student, which will best support
student interests and learning needs to build a teaching
portfolio. Over the span of multiple terms, students will enroll
in 1-2 credit hours based on prior teaching experiences and
recommendations from the Course Director and from their
adviser. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: No. Credit(s): 1-2
GCC - 621 Vascular Biology
This vascular biology course is designed to explore modern
concepts of vascular biology and human vascular diseases,
and will introduce and discuss current basic and clinical
advances in the field. Vascular diseases are the leading
cause of death and disability, with more than 17 million
deaths worldwide. The course will emphasize molecular
aspects of vascular biology, physiopathological processes,
and the development of advanced therapeutic technology in
vascular disease. The focus on current research directions
will provide excellent opportunities for students interested
in vascular biology as they plan their own research careers.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 2
GCC - 630 Microbiome in Health and Disease
This course will teach students how to think about the
microbiome function and potential therapeutics. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
GCC - 642 Biosolid Mechanics
This course will provide an introduction to continuum
mechanics and related constitutive modeling approaches for
biological tissues. Continuum mechanics topics include linear
elasticity, nonlinear elasticity, viscoelasticity and poroelastic-
ity. Constitutive modeling applications include bone, carti-
lage, and ligament/tendon skeletal tissues. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
GCC - 650 Neuroscience for Basic & Clinical Applic
This course is a survey of the nervous system integrating
information and topics from the disciplines of Anatomy,
Histology, Neurobiology and Neurology. The course inte-
grates the structure, function, and organization of nervous
tissue from the cellular through gross anatomic aspects
including central, peripheral and autonomic portions of the
system. The course includes a series of clinical correla-
tion lectures designed to support and augment the basic
science content. Beyond an understanding of the normal
structure and function of these systems, students will study
the development and growth of these components as well
as the changes noted in maturation and ageing processes
within these systems. Control mechanisms will be consid-
ered as the study during this course moves into the specific
clinical scenarios. The basic knowledge of the structure and
function of the components of the nervous system will then
be applied to the abnormal functions that are the basis for
disorders and diseases of this system. The course objectives
below represent the content of this course. Individual learn-
ing objectives for each lecture as well as for the lab and
small group sessions are contained within the educational
materials for these sessions. Course cross-listed with ANA-
500. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
GCC - 651 Advanced Neuropharmacology/Neurophysiolo
The intent of this course is to teach the student how to
think about brain function. The class will utilize the small
group/interactive discussion format of selected topics
involving nervous system disorder/functions. Students will
receive class notes from the Pharm/Physio class and will be
expected to review the drugs and drug interactions prior to
each class. During the class, the focus will be an in-depth
discussion of the pathophysiology of an assigned CNS-
disease, -condition, and -function. The relevant anatomy and
physiology of the brain areas involved will be discussed by
the group with the intent to demonstrate how the patho-
physiology emerges and how it is treated. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
GCC - 652 The Changing Nervous System
To guide student learning in how neuroplasticity occurs in
the context of brain development, learning and memory,
psychiatric disorders and neurological disease; from genetic,
molecular, biochemical and cellular changes to circuit
remodeling. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
GCC - 693 Advanced Integrated Bioscience Topics
This is a session of seminars given by the students to
other students and faculty in the University. Additionally,
this course monitors students’ attendance of other weekly
seminars to obtain credit for attending and evaluating these
seminars. Students enrolled in the 3rd year of the IBS PhD
program are required to attend to share and learn the meth-
ods of graduate research being undertaken at Rush. The
seminars are to focus on the background into the research
undertaken by each student and it should be delivered in a
manner that students and faculty not familiar in the subject
matter can follow and understand. Observing students are
expected to participate by asking questions in the sessions.
Students are required to attend one additional seminar each
week outside of the scheduled time. Each week, students
will submit a report page to the course director of a seminar
they have attended summarizing the topic background, the
data presented, the conclusions drawn by the presenter and
a brief critical analysis of the work. These reports are both to
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
demonstrate attendance of an additional seminar and to dis-
play understanding of the seminar topic presented. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 1
GCC - 694 Advanced Topics for Translation Cancer
Research
This course is an advanced topics seminar course for PhD
students focused on translational cancer research. Some
seminar dates will be combined with others in the GCC
694-698 series when seminar integrates biomedical science
research topics. PHD in Integrated Biomedical Sciences
None NA Required Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 1
GCC - 695 Advanced Topics Seminar for Cardiovascular &
Respiratory Biology
This course is an advanced topics seminar course for PhD
students focused on translational cancer research. Some
seminar dates will be combined with others in the GCC
694-698 series when seminar integrates biomedical science
research topics. PHD in Integrated Biomedical Sciences
None NA Required Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 1
GCC - 696 Advanced Topics Seminar in Immunity, Infection
& Inflammations
This course is an advanced topics seminar course for PhD
students focused on immunity, infection and inflammation
research. Some seminar dates will be combined with others
in the GCC 694-698 series when seminar integrates biomedi-
cal science research topics. PHD in Integrated Biomedical
Sciences None NA Required Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: No. Credit(s): 1
GCC - 697 Advanced Topics Seminar for Musculoskeletal
Track
This course is an advanced topics seminar course for PhD
students focused on function and disorders of the musculo-
skeletal system. Some seminar dates will be combined with
others in the GCC 694-698 series when seminar integrates
biomedical science research topics. PHD in Integrated
Biomedical Sciences None NA Required Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: No. Credit(s): 1
GCC - 698 Advanced Topics Seminar for Neuro Research
This course is an advanced topics seminar course for PhD
students focused on function and disorders of the nervous
system. Some seminar dates will be combined with others in
the GCC 694-698 series when seminar integrates biomedical
science research topics. PHD in Integrated Biomedical
Sciences None NA Required Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: No. Credit(s): 1
GCC - 699 Dissertation Research
This course provides credit for the research that forms the
basis for scientific presentation, publications and ulti-
mately the Doctoral Dissertation. The student performs the
research in the Mentor/’s laboratory and is involved with
proposing, planning, and the execution of the Dissertation
Research. The Mentor and the Dissertation Committee
assess the research and evaluate student progress in
research, research collaboration and the scientific com-
munication of research. The course spans several terms
until the Dissertation Committee approves the Dissertation.
Students may register for this course only after they pass
their Qualifying Exam. Retake Counts for Credit: Yes. Pass/
No Pass Grading Allowed: No. Credit(s): 1-9
GCC - 900 Independent Study
Independent study courses give students a unique opportu-
nity to pursue a course of study not commonly included in
the curriculum. Students interested in pursuing an indepen-
dent study should meet with the faculty member they are
seeking to work under to define the coursework and expec-
tations. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 1-9
GCC - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to all
students admitted or re-admitted for Fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students who
have not completed their degree requirements are required
to maintain Continuous Enrollment through the College
of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit:Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 1
HHV - 711 Medical Ethics
Collaborating with at least one seasoned ethicist, M4 stu-
dents study questions and topics that have captured their
attention during previous clinical study. In this process,
they can explore their own moral reasoning and enhance
their ability to conduct moral analysis of clinical medicine.
Students may attend clinical events that pertain to their
question, read contemporary or classical ethics literature,
review medical research for ethics embedded in evidence-
based practice, consult with members of the faculty of
medicine, or be involved in other activities that advance
their inquiry. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 2
HSC - 350 Medical Physiology
This course is designed to provide students with a com-
prehensive understanding of human physiological function,
regulation, and integration as a basis for understanding
the complex interaction of specific body systems and their
relationship to disease. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 4
HSC - 352 Professional Writing
This course is designed to develop scientific and technical
writing by providing students with the foundations of gram-
matical scrutiny necessary to provide quality communica-
tion practices and the tools to become proficient at writing
professional goals and objectives, as well as clinical and
scientific reports. It will also familiarize students with the
investigative processes involved in proofreading clinical and
scientific reports. The course emphasizes a systematic writ-
ing approach that enables students to produce a variety of
scientific and technical communications in a well-presented,
clear and concise style. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
HSC - 354 Introduction to Health Professions
This course will introduce the student to the broad array of
health occupations and professionals that are essential to
the provision of health care. Disciplines in allied health, med-
icine, and nursing will be reviewed, and the role, function,
education, licensure, and scope of practice of the various
health professions will be discussed within the context of
the health care system in the United States. Core interpro-
fessional health care competencies will be reviewed. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
HSC - 356 Biostatistics
This course will focus on concepts and procedures for
descriptive and inferential statistics for continuous and
discrete data and data analysis using parametric and non-
parametric statistical procedures. Computerized statistical
programs, such as SPSS, will be used Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 358 Global Health
This course introduces major global health challenges, pro-
grams and policies. The array determinants of health will be
examined with a global perspective. Principles and practices
of population-based health will be introduced. Causes of
poor health access and adverse health outcomes across var-
ious populations will be discussed, as well as issues related
to cultural competency. This course explores the complexi-
ties and dimensions of health and illness through diverse
cultural perspectives. Emerging global health priorities and
initiatives for health promotion will be explored. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
HSC - 360 Human Anatomy/Lab
Students will pursue an in-depth study of human anatomy
utilizing lectures and a dissection laboratory. The course
is regionally based and includes the back and spinal cord,
thorax, abdomen, pelvis, upper and lower extremities. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 4
HSC - 362 Clinical Immunology
An introduction to the basic concepts and terminology
of immunology including structure of the lymphoid tis-
sues, function of immune cells, mechanisms of cellular and
humoral immune tolerance and activation and their associ-
ated eector functions that lead to pathogen clearance.
Mechanisms of immune diseases including transplant rejec-
tion, autoimmunity, hypersensitivity and asthma, immunity
to tumors and congenital and acquired immunodeficiencies
are covered. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
HSC - 364 Health Care Systems and Policies
Health Systems and Policies is designed to inform students
of the present structure and design of the healthcare sys-
tem. This course discusses the organization and delivery of
health services, the economics and financing of health care,
the nation’s health care workforce, access to and quality of
health services. The course explores topics that address
current issues in America’s health care system. The student
will understand what is prompting reform and the significant
changes in healthcare reform legislation. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
HSC - 368 Genetics
This is an introductory course in Genetics. Clinical and
molecular genetics has becoming increasing essential in the
medical field. Understanding the cell cycle, DNA and genes
is essential in the understanding a variety of disease pro-
cesses. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSC - 371 Health Education
The Health Education course introduces students to the
fundamentals of patient/client education. The impact of
culture, sexuality, language, cognitive ability, socio-economic
status and health literacy on patient education will be
explored. An overview of basic education and counseling
principles, motivational interviewing, and patient education
skills will be provided. Students will examine the role of edu-
cation on patient’s/client’s ability to cope with health issues,
adhere to prescribed treatment plans and encourage posi-
tive behavioral health-related changes. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 372 Medical Terminology
This course will introduce basic word structure and terminol-
ogy pertaining to body systems. Includes spelling, pronunci-
ation and word usage. Provides a basic overview of medical
terms used to describe diseases process, systems, anatomy,
special procedures, pharmacology and abbreviations. No
previous knowledge of these topics is necessary. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
HSC - 400 Independent Study
Independent study courses give students a unique opportu-
nity to pursue a course of study not commonly included in
the curriculum. If you are interested in pursuing an indepen-
dent study, meet with the faculty member you want to work
with to define the coursework and expectations. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 1-12
HSC - 414 Patient Assessment
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSC - 425 Health Care Informatics
This course will introduce students to health informatics.
It examines trends and emerging technologies involved in
health care delivery and information systems/technology
management within diverse health care settings. Content
includes the provider order entry (CPOE), the electronic
medical record, pharmacy systems, billing systems, business
intelligence/data warehousing systems and bio-surveillance
methods. In addition, students will discuss ethical and legal
considerations and aspects related to the use of emerging
technology and information systems in the delivery of health
care. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
HSC - 435 Nutrition
This is an introductory course in nutrition. Principles of
human nutrition and metabolism, as well as nutritional plan-
ning for the maintenance of health and wellness across the
life span (infant, childhood, adolescent, adulthood, and later)
are explored. The course will elaborate on the role of nutri-
ents in the body and how they aect function in the normal
human, as well as those with a chronic disease process. The
methods and equipment used to provide nutritional analy-
sis will be discussed and demonstrated. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 445 Fundamentals of Neuroscience
This course will provide an introduction and overview of core
neuroscience areas, including membrane physiology, ion
channels, cellular neurophysiology, and neuroanatomy. Drug
abuse and diseases involving the central nervous system
will also be discussed. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
HSC - 446 Health Care Disparities
Students will examine aspects of the health care system
related to health risk, access, outcomes and cost and associ-
ated health care disparities. Causes of poor health access
and adverse health outcomes will be discussed, as well as
issues related to cultural competency. This course explores
the complexities and dimensions of health and illness
through diverse cultural perspectives Social and histori-
cal factors that may be involved will be reviewed, as well as
possible solutions to ensure access to cost-eective, quality
health care. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
HSC - 447 Epidemiology
This course introduces students to the principles and prac-
tices of epidemiology and provides them with a population-
based perspective on health and disease. Students learn
basic measurements of frequency and association, and
methods employed in describing, monitoring and study-
ing health and disease in populations. Students will gain a
working knowledge of key concepts in epidemiology and
biostatistics, and an understanding of key aspects associ-
ated with introducing strategic initiatives. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 448 Health Care Ethics
This course focuses on the basic foundational theories of
ethics and practical application of principles of medical and
research ethics. Health Care Ethics explores moral values
and judgments as they apply to medicine and ethical prin-
ciples associate with research. It also elaborates on the ethi-
cal decision making framework, and ethical principles that
govern the practice of medicine. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 2
HSC - 454 Principles of Biochemistry
This course will provide students a basic understanding
of the structure, properties, functions, and metabolism
of proteins, carbohydrates, lipids, and nucleic acids. The
analysis and application of these fundamental concepts
used for testing organ function and evaluating disease will
be discussed. Prerequisite: Departmental permission. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 4
HSC - 455 Pathophysiology
This course provides an overview of human pathological
processes, such as degeneration, inflammation, immune
response, metabolic and toxicity, and their eects on
homeostasis. Disease etiology, physical signs and symptoms,
prognosis, and complications of commonly occurring dis-
eases and their management will be discussed. Prerequisite:
Departmental permission. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 458 Microbiology
This course will provide a review of the general biology of
infectious agents and the basic concepts and principles of
immunology, including medically important microorganisms
and their relationship to disease. Identification, classification,
structure and mechanism of action of pathogens, epidemiol-
ogy, mechanisms causing disease and the biological basis
for resistance and treatment will be covered. Assays and
other biological techniques used to identify, isolate, and col-
lect samples will also be discussed Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 459 Pharmacology
This course will provide an understanding of pharmaco-
kinetics and pharmacodynamics of medications used for
diagnosis and treatment of a variety of diseases. The basic
principles underlying pharmacological treatments will
be stressed. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
HSC - 460 Management Principles
The students will learn principles of management to include
planning, organizing, directing and controlling, management
and evaluation of personnel and programs, motivational
theory, decision making, conflict management, principles of
delegation, and financial management. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 461 Leadership Theory & Practice
This course will provide an overview of evidence-based
methods for developing and evaluating leaders and leader-
ship. It will examine leadership theory, various management
styles, and organizational behavior theory. Discussion will
focus on practices and principles related to developing
leadership skills. Students will enhance their self-awareness
concerning strengths and development needs as they relate
to their career aspirations, through activities such as multi-
source feedback and reflective learning. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 462 Practicum
The practicum builds upon the theoretical knowledge and
techniques introduced during didactic courses in the first
year. Students will complete practicum experiences in a
variety of health professions. Oerings may include nurs-
ing, medicine, and various allied health fields. Students
will shadow the health care provider as they conduct their
day to day work. Student rotations will generally be 10-15
hours per week, depending on preceptor availability. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 9
HSC - 464 Capstone
The capstone course is designed to prepare students for
the transition from undergraduate studies to professional
education. Students will analyze current health care trends
and professional issues in an identified health specialty,
including an overview of educational requirements and
labor market trends. Students will evaluate how their career
interests realistically match their skills and qualities in
order to develop a plan for their next professional develop-
ment steps. Students will develop a career portfolio which
synthesizes their academic and professional accomplish-
ments. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
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HSC - 467 Issues and Trends in Health Care
Current issues and trends in health care are discussed.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSC - 480 Principles of Health & Wellness
This course provides students with a holistic overview of the
multi-faceted dimensions of health and wellness across the
life span. The seven dimensions of health: physical, social,
intellectual, emotional, occupational, spiritual, and environ-
mental are explored within the context of a wellness lifestyle.
They will also learn about aligning client needs and wants
with best practice program design, implementation, and
evaluation for successful results. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 483 Community Health
This is an introductory course on concepts, structures and
activities in community and public health practice. This
course will explore the major areas of community health,
epidemiology, health systems management, public health
policy, public health advocacy, environmental and behavioral
health sciences. Special topics in community health sciences
will also be examined with a focus on health disparities/
health equity in Chicago. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
HSC - 485 Fitness & Health
This course provides students with an understanding of
exercise physiology, conditioning, and strength and endur-
ance training. It will also provide the knowledge and skills
needed to develop diet and exercise programs in respect to
the participants’ body type to achieve their desired health
and fitness goals. The laboratory exercises will provide
hands on experience with commonly used strength and
conditioning equipment. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 2
HSC - 486 Chronic Disease Management
In this course, students will be introduced to specific chronic
diseases commonly treated in the medical home model, such
as COPD, diabetes, asthma, and congestive heart failure.
Proper disease management techniques will be discussed,
along with lifestyle alterations that can reduce the detriment
of these alictions to patient quality of life. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
HSC - 488 Research Methods
This course uses the construction of research proposals and
reflective journal entries to introduce student to methods
of scientific research including review of literature, research
designs, sampling techniques, data analysis and related
issues. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSC - 631 Composition for Eective Professional Writing
This course develops the learner’s professional writing for
dissertation and publication. Focus will be on the process of
writing, grammatical style, composition structure, and APA
format. Topics will include analytical literature review, critical
self-reflection, plagiarism, and team writing. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
HSC - 632 Leadership Theory
Provides an overview of evidence-based methods for evalu-
ating and developing leaders and leadership. Topics include:
the history of leadership assessment and leadership theory;
use of validated assessment methods in measuring leader-
ship (e.g. interviews, assessment centers, and cognitive
and objective assessments); applications of adult develop-
ment and career development theory; and organizational
approaches to leadership development (e.g. talent reviews,
developmental assignments, 360-degree feedback, and suc-
cession/acceleration programs). Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 633 Leadership in Higher Education
Principles of leadership in the context of organization and
administration of higher education and the academic depart-
ment will be discussed. Governance of higher education
to include organization, control, funding, and evaluation
will be described and the principles of leadership as they
relate to the administration of the academic department will
be discussed. Principles of leadership to include strategic
planning, organizational change and conflict manage-
ment. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSC - 634 Issues and Trends in Healthcare
Current issues and trends in health care are discussed. An
overview of the United States health care system, its history,
structure, major components and overall performance is pro-
vided, followed by a review of the interrelationships among
various trends and forces that are likely to shape the roles
and responsibilities of health care institutions in the future.
The learner becomes well versed in the major issues facing
the health care industry and the public/private/individual
roles needed to address these issues. Concepts in organiza-
tional behavior, health economics, health care finance, health
care planning and marketing, and health insurance and man-
aged care are discussed. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
HSC - 641 Education Theory and Methods
This course provides a foundational examination of behav-
iorism, humanism, cognitivism, social cognitivism and
constructism. Learning theories are presented relevant
to higher education and professional education contexts.
Research on evolving learning sciences focused on andra-
gogical constructs will be explored. The learner will engage
in application of education theory to instructional methods
and evaluation. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
HSC - 642 Curriculum and Instruction
This course provides hands-on participation with developing
competency-based curricula for health science education
programs. Principles of program curriculum, course cur-
riculum and module design are presented. Construction of
learning objectives with alignment to the development of
instructional methods, activities and formative assessments
is emphasized. Special attention is placed on the e-learning
framework as the learner directs a teaching experience.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSC - 643 The Adult Learner
This course expands the learner’s knowledge of adult learn-
ing from basic theories to include the role of autonomy and
critical thinking. The learner will explore learning theories
and models related to these concepts, identify the roles of
both the learner and educator within the context of each
theory/model, and discuss the implications of autonomous
learning and critical thinking on programming, curriculum,
and instructional practice. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 651 Advanced Biostatistics
This course will focus on using descriptive and inferential
statistics for data analysis in health care research. Students
will develop the necessary skills to interpret statistical tests
cited in medical literature and communicate statistical test
results from their own analyses. Students will enhance their
knowledge and application of parametric, nonparametric,
and various multivariate statistical tests. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 652 The Research Process I
This course promotes the development, integration, and
application of the knowledge, attitudes, and skills required
to function as a health scientist. This course provides an
overview of the research process and a brief philosophical
basis of health research within the context of current issues
and trends in health sciences. The research literature serves
as the foundation for examining research problems, devel-
oping problem statements, and conceptualizing research
questions. Finally, theoretical and conceptual frameworks
ground and enrich the research process as students explore
appropriate research designs, including sampling, common
study designs, and data collection. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSC - 653 The Research Process II
This course provides an introduction to the design and
implementation of research that combines qualitative and
quantitative data collection and analysis. As a method
seminar, this course will address the theoretical underpin-
nings, utility and ethical considerations of using mixed
methods research. Emphasis will be on the comparison
of mixed method typologies, an overview of the practical
skills required for conducting mixed methods research, the
selection of appropriate design for research questions and
the integration of both qualitative and quantitative data
in analysis. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
HSC - 654 Grantsmanship
This course will assist the student to develop grant writing
and review skills. Content focuses on grant mechanisms,
strategies, format, and the grant review process. Learning
activities address writing particular NIH grant sections
including specific aims, significance, research approach,
preliminary studies, human subjects, budget, personnel, and
supporting materials. Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 3
HSC - 655 Ethical Conduct in Research Settings
This course provides the student with an in-depth exami-
nation of the ethical principles that guide the conduct of
responsible research. These principles will be examined
in the context of current, historical, and future scientific
achievements. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
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HSC - 656 The Dissertation Proposal
The learner plans their dissertation research by performing
an extensive literature review, forming a dissertation com-
mittee and writing a dissertation proposal. The written dis-
sertation proposal is critiqued for strengths and weaknesses
by the dissertation committee so that the learner may pres-
ent a defensible proposal to their dissertation committee
that is worthy of dissertation research. The learner obtains
all necessary institutional board (IRB) approvals. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
HSC - 661 Professional Development I
The student and uses a learning contract to define how the
student will increase their knowledge base and improve their
skill in a health science professional specialty area. This
course will provide an opportunity for students and their
advisers to define activities of their own choosing that will
enhance the student’s professional development. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
HSC - 662 Professional Development II
The student and adviser uses a learning contract to define
how the student will increase their knowledge base and
improve their skill in a health science professional specialty
area. This course will provide an opportunity for students
and their advisers to define activities of their own choos-
ing that will enhance the student’s professional develop-
ment. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
HSC - 663 Professional Development III
The student and adviser uses a learning contract to define
how the student will increase their knowledge base and
improve their skill in a health science professional specialty
area. This course will provide an opportunity for students
and their advisers to define activities of their own choos-
ing that will enhance the student’s professional develop-
ment. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
HSC - 699 Dissertation Research
Students perform research in preparation of a dissertation in
partial fulfillment of the requirements of the degree program.
Includes supervision by the student’s dissertation committee
of their research and related activities including writing the
doctoral dissertation, presenting an oral defense to their dis-
sertation committee and finally presenting an oral defense in
a public setting. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 3
HSC - 900 Independent Study
Independent study courses give students a unique opportu-
nity to pursue a course of study not commonly included in
the curriculum. If you are interested in pursuing an indepen-
dent study, meet with the faculty member you want to work
with to define the coursework and expectations. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 1-12
HSC - 901 Professional Track
Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSC - 906 Research Seminar II
Prerequisite: HSC-615 Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
HSC - 998 Continuous Enrollment
The requirement for Continuous Enrollment applies to all
students admitted or re-admitted for Fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students who
have not completed their degree requirements are required
to maintain Continuous Enrollment through the College
of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
HSM - 606 Health Care Organization & the Patient
Experience
This course provides an overview of the health care in
the United States - covering the political, economic and
social organization of the delivery of care as well a newly
emerging factor - the perspective of the patient. Students
will understand and analyze the historical evolution, the
structure, the financing mechanisms, the major provider
components, performance, and how the point of view of the
patient is increasingly shaping the future direction of health
care. The course will provide students with a framework to
organize knowledge of the health care system to support
further study in health services administration. Through
reading, class discussions and debates, students will gain
an understanding of the major issues facing the health care
system and consider alternative approaches to improve the
system. Students will have the opportunity to observe and
interview patients and providers in actual clinical settings to
understand their interface with the system and related medi-
cal, social, and economical issues. The course will introduce
patient experience measurement and monitoring tools,
techniques for listening to the “voice of the patient” and
how all the elements of CMS’ value based purchasing plan
tie together. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
HSM - 607 Patient Experience Seminar
This seminar will introduce the patient experience, help
future health care managers and leaders understand what
the patient experience means, and how patient experience
can be enhanced to improve the quality of the overall experi-
ence and quality of care. This course will introduce students
to measurement and monitoring tools designed to measure
patient experience, as well as introduce techniques for lis-
tening to the “voice of the patient” to eect positive change.
Finally, this seminar will introduce and highlight “patient-
centered care” and the importance of it as it relates to health
care operations and outcomes. Retake course for credit: No.
Pass/no pass grading allowed: No. Credit(s): 1
HSM - 608 Human Resources Management
This course provides an understanding of the human
resource management knowledge and skills required of
the health systems manager in an environment that is
constantly changing. Skills acquired include recruiting and
managing talent, training and developing talent, engaging/
motivating employees, and leadership capability. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
HSM - 610 Professional Seminar
The purpose of this course is to review basic professional
principles in preparation for careers in health care man-
agement. In this course, professionalism in terms of time
management, project management, and written verbal, and
oral communication skills, including email and executive
memo etiquette is reinforced with helpful tips and in-class
exercises. Building upon these skills, the course will then be
designed to prepare students for employment interviews
and for careers in health management. Exercises include
recorded video, consulting case studies, dining simulations
and interactions with health care experts in the areas of
association, consulting, insurance, group practice, and fed-
eral government management. Students will gain confidence
and competence in networking and job search strate-
gies. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSM - 613 Health Care Accounting
The course will provide students with the fundamentals of
healthcare financial accounting and reporting needed in
healthcare leadership. This includes an overview of financial
statements, transaction analysis, financial ratio analysis,
and principles of financial reporting. Students will be able
to read, understand and analyze healthcare organization
financial statements. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
HSM - 614 Finance Fundamentals
The course is intended to give generalist administrators the
financial and accounting knowledge necessary to manage
health care organizations. This course will concentrate on
corporate finance topics but touch upon prior coursework
in accounting. In addition, it will integrate corporate finance
and accounting theories, institutional knowledge of health
care finance, and applications to specific problems. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
HSM - 616 Health Informatics
The purpose of this course is to prepare future health care
executives with the knowledge and skills they need to lever-
age information gathered from and processed by electronic
systems. Students will learn the value of information sys-
tems from a business and clinical perspective and then be
introduced to Health Informatics, a field concerned with the
use of information technology in healthcare. Finally, students
will receive an overview of data analytics with an emphasis
placed on developing students’ abilities to identify, under-
stand, manage, and eectively utilize electronic health care
data. The course provides a good foundation for any career
in health care given the pervasiveness of information sys-
tems. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSM - 620 HSM Internship
The HSM internship requires a minimum of 440 hours of
real world work experience in a health care organization.
HSM fulltime students will almost always fulfill this require-
ment through part-time jobs within Rush University Medical
Center or its ailiates during their first year in the program;
however, fulltime students, under extenuating circum-
stances, do have the option of fulfilling the requirement
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through a summer internship that they identify and secure,
dependent upon departmental approval. The internship
emphasizes the 10 distinguishing competencies plus the
Professionalism competency contained within the full set
of 26 competencies for the National Center for Healthcare
Leadership; these include: accountability, achievement
orientation, leadership, collaboration, communication skills,
professionalism, project management, and self-confidence.
Demonstration of behavior consistent with the Rush ICARE
values is also expected. During the first semester, data man-
agement sessions will also build upon basic and intermediate
excel and access knowledge, data management skills are
further strengthened to handle real world data challenges
(i.e., domain and data understanding, data cleaning, data
transformation, output generation, and creating reports and
dashboards) to facilitate decision making. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
HSM - 622 HSM Internship
The HSM internship requires a minimum of 440 hours of
real world work experience in a health care organization.
HSM fulltime students will almost always fulfill this require-
ment through part-time jobs within Rush University Medical
Center or its ailiates during their first year in the program;
however, fulltime students, under extenuating circumstances,
do have the option of fulfilling the requirement through a
summer internship that they identify and secure, dependent
upon departmental approval. The internship emphasizes the
10 distinguishing competencies plus the Professionalism
competency contained within the full set of 26 competen-
cies for the National Center for Healthcare Leadership; these
include: accountability, achievement orientation, leadership,
collaboration, communication skills, professionalism, project
management, and self-confidence. Demonstration of behav-
ior consistent with the Rush ICARE values is also expected.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 1
HSM - 624 HSM Part-Time Internship
The standard HSM Internship requires real world work
experience in a health care organization. HSM part-time
students are almost always full-time working professionals
in a health care organization. For PT students with fulltime
work experience in a health care organization, the internship
experience should require the part time student to perform
duties or tasks in a highly distinguishable capacity than their
current full time role at their employer organization. There are
a number of options for part-time (PT) students, who work
fulltime, to complete the HSM Internship degree requirement;
the student’s Academic Adviser and the Internship Director
work with part-time students early in their studies to plan an
approach that meets the characteristics of an “ideal” Rush
Internship and emphasizes the 10 “distinguishing competen-
cies” plus the Professionalism competency. Demonstration
of the Rush ICARE (Innovation, Collaboration, Accountability,
Respect, and Excellence) values is also expected. During the
first semester in the program, data management sessions
will also build upon basic and intermediate excel and access
knowledge, data management skills are further strengthened
to handle real world data challenges (i.e., domain and data
understanding, data cleaning, data transformation, output
generation, and creating reports and dashboards) to facili-
tate decision making. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1-3
HSM - 626 HSM Part-Time Internship
The standard HSM Internship requires real world work
experience in a health care organization. HSM part-time
students are almost always full-time working professionals
in a health care organization. For PT students with fulltime
work experience in a health care organization, the intern-
ship experience should require the part time student to
perform duties or tasks in a highly distinguishable capacity
than their current full time role at their employer organi-
zation. There are a number of options for part-time (PT)
students, who work fulltime, to complete the HSM Internship
degree requirement; the student’s Academic Adviser and
the Internship Director work with part-time students early
in their studies to plan an approach that meets the charac-
teristics of an “ideal” Rush Internship and emphasizes the
10 “distinguishing competencies” plus the Professionalism
competency. Demonstration of the Rush ICARE (Innovation,
Collaboration, Accountability, Respect, and Excellence)
values is also expected. During the first semester in the pro-
gram, data management sessions will also build upon basic
and intermediate excel and access knowledge, data manage-
ment skills are further strengthened to handle real world
data challenges (i.e., domain and data understanding, data
cleaning, data transformation, output generation, and creat-
ing reports and dashboards) to facilitate decision making.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 1-3
HSM - 628 Health Care Economics & Payment Systems
This course provides students with the fundamental eco-
nomic concepts and theories underpinning the health care
industry and the technical components of health care reim-
bursement and payment models. By the end of the semester,
students will be able to evaluate, both at a conceptual and
at an analytical level, arguments about how the markets for
health care and health insurance work. This course takes
a holistic look by evaluating the perspectives of various
stakeholders; the patient, provider, industry and govern-
ment. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSM - 632 Statistic for Health Care Management
This course focuses on concepts and procedures for using
descriptive and inferential statistics. Dierences between
parametric and non-parametric statistical tests will be
emphasized. This course is predominantly an application
based course incorporating the use of computerized statisti-
cal programs such as SPSS. Prerequisite: Undergraduate sta-
tistics Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
HSM - 636 Quality, Safety & Operational Improvement in
Health Care
This course provides students with the knowledge, skills
and abilities needed to apply systems thinking, quantitative
methods, and other tools to increase the capacity for quality
and operational improvements in health care organizations.
Improvement of quality, safety, operational, and financial
outcomes is the main role of the health care leader, and
is a result of eective understanding and use of data and
insights, and motivating change among multi-disciplinary
stakeholders. Methodologies, tools and approaches to
transform data into usable insights will be presented, includ-
ing the eective use of metrics and dashboards. Students
will appreciate the utility of these for analyzing systems,
improving processes, and enhancing quality and patient
safety. Emphasis is placed on students’ abilities to work
with managers and clinicians to analyze problems, identify
possible solutions, implement process improvements, and
communicate with stakeholders in non-technical terms. The
course uses a combination of learning methods, including
group discussion, multi-media, and operational projects.
Challenging assignments in real health care settings-such as
emergency department throughput, operating room logis-
tics, and mortality and complication improvements -give
students the opportunity to apply what they are learning.
Prerequisite: HSM 606. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 4
HSM - 640 Health Care Planning & Marketing
This course develops students’ understanding and appre-
ciation of the health care planning, communications and
marketing processes. Through discussions, cases, teach
back of marketing and strategic planning concepts and
guest lecturers, topics are covered around all aspects of
planning and marketing. These include frameworks for
strategic thinking and planning, consumer research, market
segmentation, distribution and product strategies, advertis-
ing and promotion, mass communications/public relations,
social media, referral development and marketing, and
assessment of outcomes and eectiveness of planning and
marketing eorts. As a result of this course, students are
able to discuss, assess and critically and marketing initia-
tives. Prerequisites: HSM 606, HSM 612 Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
HSM - 644 Health Care Managerial Finance & Seminar
This course moves beyond basic financial accounting to how
financial information is used to manage and make decisions.
From the revenue perspective, students are expected to
learn and demonstrate an understanding of the way health
care providers are paid for services based on the source of
payment (Medicare, Medicaid, managed care) and the pay-
ment methodology. From a cost perspective, cost allocation
methodologies as well as types of costs (e.g. fixed, variable,
semi-variable), will be taught. Case studies, in-class exams,
and team presentations will be used to evaluate students’
competencies to assemble revenue and cost information to
make strategic decisions and construct budgets and busi-
ness strategies. The examples used will focus on existing
and emerging reimbursement trends that are impacting
health care organizations. Prerequisite: HSM 612 Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 4
HSM - 648 Health Law & Ethics for Health Care Managers
This course is designed to introduce students to the legal,
regulatory and ethical landscape applicable to the health
care industry. The topics include a variety of legal and ethi-
cal issues that are relevant to the practice of health care
administration, including regulatory and business law, fraud
and abuse, corporate governance, and organizational liabil-
ity. Students will also consider the ethical issues underlying
the fundamental conflicts and decisions faced by health care
managers, including identifying stakeholders, defining ethi-
cal conflicts, proposing multiple courses of action as well as
the possible costs and benefits of each. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
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HSM - 652 Health Policy
HSM 652 introduces students to the public policy and politi-
cal environments that influence and shape the manner in
which health care is obtained and delivered in the United
States. More specifically, this course will examine the organi-
zation and financing of health care, politics, and the influ-
ence of Medicare and Medicaid policies through the lens of
contemporary health policy issues. In addition to conceptual
discussion, the course includes a variety of techniques to
analyze and evaluate health policy decisions and their impli-
cations on health care organizations. Prerequisites: HSM
606 Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
HSM - 656 Master’s Project I
The overall goal of this course is to integrate quantita-
tive methods and health care management knowledge to
address a problem that is important to health care delivery,
management or policy. In this course, students will design
and conduct an applied quantitative research project that
results in a high quality, compelling management report
and two professional oral presentations to key stakehold-
ers. The key components of this course include integrat-
ing and synthesizing information from multiple sources;
developing an appropriate research question; developing
an appropriate research design and analysis plan; integrat-
ing rigorous analytic methods with data management skills
to analyze data; and interpreting quantitative or qualitative
results in light of the existing literature and best practices to
provide new insight for health care management or policy.
Prerequisites: HSM 606, 610 or concurrently, HSM 626, 636,
632, 616 Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
HSM - 660 Master’s Project II
The overall goal of this course is to integrate quantita-
tive methods and health care management knowledge to
address a problem that is important to health care delivery,
management or policy. In this course, students will design
and conduct an applied quantitative research project that
results in a high quality, compelling management report and
two professional oral presentations to key stakeholders.
The key components of this course include integrating and
synthesizing information from multiple sources; developing
an appropriate research question; developing an appropriate
research design and analysis plan; integrating rigorous ana-
lytic methods with data management skills to analyze data;
and interpreting quantitative or qualitative results in light
of the existing literature and best practices to provide new
insight for health care management or policy. Prerequisites:
HSM 656, 632, 628, 616 Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
HSM - 664 Leadership in the Changing Health System
The primary goal of this class is to enhance students’ eec-
tiveness as healthcare leaders by expanding their capabilities
in organizational analysis and leadership generally, and within
the evolving health ecosystem specifically. The course begins
by helping students develop a solid conceptual understanding
of organizational processes from a socio-technical perspec-
tive, and gain experience in using this understanding to plan
successful control systems and change eorts for individu-
als, teams, and organizations. The course places particular
emphasis on developing student skills in observation and
reflection on individual behavior, group processes, and
systems. The course draws on organizational and behavioral
theory, but emphasizes application through team-based
learning, experiential exercises and reflection. The course
concludes with an emphasis on personal leadership and life-
long learning, with a focus on helping students enhance their
self-awareness concerning strengths and development needs
as they relate to their career aspirations. Prerequisites: HSM
502 and HSM 515 Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
HSM - 668 Managerial Epidemiology
This course emphasizes managerial epidemiologic principles
that health care managers use to inform strategic initia-
tives and to achieve optimal organizational performance,
Topics include basic epidemiological principles to understand
disease, descriptive epidemiology, research designs, cost
eectiveness analysis, community needs assessment, pro-
gram planning and program evaluation. Prerequisite: HSM 632
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 2
HSM - 672 Capstone: Strategic Management Of Health Care
Organizations
This course provides students with opportunities to apply the
fundamentals of strategic planning and marketing, economics,
finance, information system, and operations acquired in previ-
ous courses in the HSM curriculum to practical problems and
decisions faced by real health care organizations. Students
apply techniques of situational assessment, data analysis,
strategy development and problem solving. As the capstone
course for the HSM program, students are encouraged to
integrate and refine their knowledge from all sources of learn-
ing in the HSM program to apply to business case studies.
They conduct strategic analyses and develop and present
strategic recommendations consistent with the mission,
vision and values of an organization under the guidance of a
teaching team of senior health care managers. The result is
an improved ability to think critically, identify strategic chal-
lenges, complete strategic analyses for dierent business
problems, and communicate clearly. Prerequisites: HSM-616,
HSM-628, HSM-636, HSM-640. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
HSM - 688 Topics in Health Systems Management
Electives have been developed to accommodate the diverse
educational needs of our students. Topics in Health Systems
Management provide students the opportunity to further
develop their health care leadership knowledge, skills and
attitudes. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 2
HSM - 900 Independent Study
Specialized course work designed around the needs of an
individual student. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: Yes. Credit(s): 1-12
HSM - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to all
students admitted or re-admitted for Fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students who
have not completed their degree requirements are required
to maintain Continuous Enrollment through the College
of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
IDS - 505 Interdisciplin Studies Palliative Care
The purpose of this interdisciplinary web-based course is
to educate graduate students about incorporating pallia-
tive care as an interdisciplinary approach to care for people
with chronic, life limiting illness across the life span and
health-illness continuum directly and/or indirectly into
their discipline or area of practice through collaboration
and coordination with those specializing in palliative care.
The course addresses a recognized, growing need in health
care. Prerequisite: None. P/N grading. (2) Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
IMM - 507 Basic Immunology I
Introduction to immunology, with emphasis placed on the
components, nature, and organization of the immune system.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
Yes. Credit(s): 3
IMM - 508 Basic Immunology II
A continuation of Basic Immunology I. This course focuses
on activation and regulation of the immune system. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: Yes.
Credit(s): 3
IMM - 510 Advanced Immunology I
Introduction to immunology, with emphasis placed on the
components, nature, and organization of the immune system.
Prerequisite: IMM 507, IMM 508, IMM 509 or equivalent.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
Yes. Credit(s): 4
IMM - 610 Special Topics
Detailed study of contemporary topics in immunology are
presented in a five week block. Topics such as inflammation,
host defense, membrane structure, and antigen presentation
are included. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 1-12
IMM - 620 Doctoral Research
Research credits after admission to candidacy. (P/N only)
Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: No. Credit(s): 1-9
IMM - 900 Independent Study
Specialized course work designed around the needs of an
individual student. Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 1-4
IMM - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to all stu-
dents admitted or re-admitted for Fall 2015 or later. Doctoral
students should follow program requirements for continu-
ous enrollment and degree completion. Students who have
not completed their degree requirements are required to
maintain Continuous Enrollment through the College of their
program until the degree is earned. Continuous Enrollment
courses are graduate level courses set up by departments
at Rush University for students who need to remain actively
enrolled in the University while they finish their graduate
work. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
IPE - 502 Interprofessional Patient Centered Teams
This program will introduce students to the four
Interprofessional Educational and Collaborative Practice
(IPEC) domains: Values/Ethics, Roles/Responsibilities,
Teams/Team Work and Communication. Students will use
experiential team based learning to apply knowledge, skills
and values of the IPEC competencies. Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: No. Credit(s):
Non Credit
IS - 305 Intro to Imaging Sciences
This course focuses on specialized imaging sciences
modalities. It includes concepts and theories of equipment
operations and their integration for medical diagnosis. The
student will be introduced to the basics of the available
advanced imaging modalities used in the assessment of
anatomy and diagnosis of disease processes. This course
will provide instruction in the Imaging Sciences Program
curricula to meet the needs of students for entry level
employment by providing an overview diagnostic imaging,
the technological education and clinical practice. The stu-
dent will be introduced to the basics of advanced imaging
modalities used in the assessment of anatomy and diag-
nosis of disease processes. Prerequisite: Admission to the
Department. Entry Level MRI students. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
IS - 307 Introduction to Patient Care
An overview of the historical development of radiography,
and basic radiation protection. An introduction to the many
facets of allied health professions; including types of health
care professionals, medical ethics, medical terminology,
patient assessment, infection control procedures, emer-
gency and safety procedures, communication and patient
interaction skills, promoting a safe clinical environment
and basic pharmacology. Topics also include patient’s right
to privacy, confidentiality, documentation, team building,
cultural issues, age related concerns, and death and dying.
This course is intended to assist students in the understand-
ing of the environment encountered in clinical agencies. This
course infers from evidence-based medicine to promote
the application of critical thinking skills and clinical judg-
ment. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
IS - 310 Sectional Anatomy & Pathology
Radiology has been developing dramatically during the past
few years. With enhancements in magnetic resonance imag-
ing (MRI), the role of the RT has also been changing. Skills
in cross-sectional anatomy are important to help the MRI
technologist to identify the anatomy being imaged and to
communicate eectively with the radiologist and physicians.
This class will provide you with the opportunity to expand
your knowledge of body cross-sectional anatomy and its
appearance in CT and MRI images. This course provides an
in-depth application of cross sectional anatomy for medi-
cal imaging. Emphasizes the characteristic manifestations,
pattern recognition, and image assessment of pathologies
observed in medical images. It includes a brief review of
normal anatomy and structure, followed by general overview
descriptions of specific pathologic processes. Students will
use textbooks and Internet resources to learn the cross-
sectional anatomy, basic characteristics, clinical features,
and diagnostic tools including medical imaging proce-
dures. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 5
IS - 314 Pathophysiology
This course provides an in-depth application of the concepts
of pathophysiology for the assessment and management
of medical imaging patients. Emphasizes the characteristic
manifestations, pattern recognition, and image assessment
of pathologies observed in medical images. This course
investigates general pathology and organ system pathology.
It includes a brief review of normal structure and function,
followed by more in-depth descriptions of specific patho-
logic processes. Students will use textbooks and inter-
net resources to learn the basic characteristics, etiology,
pathogenesis, clinical features and diagnostic tools including
medical imaging procedures, prognoses, and therapies for
each of the specific pathologies. Students will participate in
online discussions and create interactive pathology presen-
tations in this course. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 4
IS - 318 Patient Assessment
Patient evaluation and implementation of evidence-based
care plans will be described. Evidence based practice
and critical diagnostic thinking are reviewed and applied
to the review of the medical record, patient interview,
physical assessment, and evaluation of diagnostic studies.
Assessment of oxygenation, and arterial blood gases are
reviewed. Laboratory studies, imaging studies, and ECG
monitoring and interpretation are discussed. Pulmonary
function testing, diagnostic bronchoscopy and other diag-
nostic studies are also described. The student will integrate
assessment findings in the development and evaluation of
care plans for specific disease states and conditions. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
IS - 325 Pharmacology and Radiologic Contrast Agents
This course provides a study of pharmacodynamics, phar-
macokinetics, medication administration, drug categories,
and implications in patient care. Emphasizes pharmaceu-
ticals frequently used in medical imaging. This course
is intended to provide imaging sciences professionals
the knowledge in all aspects of basic pharmacology. The
purpose is to educate radiologic personnel in basic phar-
macology principles, ensuring quality patient care. Contrast
media is used by most modalities of diagnostic imaging. This
course is designed to provide an in-depth understanding
dierent Contrast medias used in diagnostic imaging. A brief
historical development and evolution of contrast media is
reviewed. Topics include uses, prevention of acute reac-
tions, contrast induced nephropathy, renal adverse reaction
and more. Students will follow weekly modules and or use
textbook and internet resources to learn more about con-
trast media use, safety issues and guideline. Students will
participate online with other. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
IS - 328 Vascular Interventional Technology
This didactic course includes instruction over: procedural
angiography including; imaging of the heart, pulmonary
vascular system, thoracic aorta, central venous access pro-
cedures, cardiac-interventional, vascular-interventional and
nonvascular interventional procedures. Each student will be
working in either vascular-interventional radiology or inter-
ventional cardiology. The course encourages students to
combine theoretical knowledge with the practical experience
they acquire while working in these clinical areas. Learning
activities for this course review and build upon pre-existing
knowledge, such as human anatomy, physiology, pathology,
patient care in radiography and radiation protection. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 6
IS - 331 Education
This course will provide students with an introduction to
basic principles and techniques used in health care educa-
tion. This course will provide students with the knowledge
needed by health professional who interact with other health
professionals and/or patients in educational settings includ-
ing professional development, higher education, patient
education or community education. Case studies will be
presented. Topics include health care professional’s role in
education, patient education, in-service education, course
design, curriculum development and models, objectives and
goals, lesson plan development, learning activities, use of
media, teaching methods, development of presentations,
testing and evaluation. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
IS - 336 MRI Physics
This course will provide the student with an introduction
to the field of MRI. Topics will include an overview of MRI
history and development, fundamental principles of mag-
netism, safety in MRI, equipment, terminology and coils.
This course will explain in depth concepts of MRI physics.
Topics will include basic principles of MRI, image weight-
ing and contrast, tissue characteristics, signal production,
image formation, image acquisition and image production,
pulse sequences, flow phenomena, artifacts in MRI, scan-
ning parameters, contrast media administration, along with
functional imaging techniques. Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: No. Credit(s): 5
IS - 337 Computed Tomography Physics
This course will provide the student with an in-depth under-
standing of the physical and instrumentation involved in
concepts of computed tomography. Computed tomography
is a specialized modality of diagnostic imaging section. The
historical development and evolution of computed tomogra-
phy is reviewed. Physics topics include x-radiation in forming
the CT image, CT beam attenuation, linear attenuation coef-
ficients, tissue characteristics and Hounsfield number appli-
cation. Data acquisition and manipulation techniques, image
reconstruction algorithms will be explained. This course will
also provide students with fundamental physical principles,
quality control, and instrumentation needed. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
IS - 338 Advanced Radiation Biology
This course is directed to Computed Tomography and
Interventional Radiography students enrolled in the Imaging
Sciences program. Content will include review and continu-
ation of basic radiobiology involved with radiography and
advanced modalities. It will address the radiobiological/
biophysical events at the cellular and subcellular levels.
Analysis of factors influencing radiation response of cells
and tissues will be covered. Construction and evaluation of
radiobiological data on graphs, charts, and survival curves
will be included. Relationships of time, dose, fractionation,
volume and site as they apply to tissue response will be
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
evaluated. The principles of radiation response modifiers,
hyperthermia, chemotherapy and their influence on bio-
logic eects in combination with radiation will be exam-
ined. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: No. Credit(s): 3
IS - 340 MRI Safety
This course provides an in-depth application of the health
and safety concerns of MRI technology. Both theoretical and
practical information will be covered. MRI physics bioeects
of static, gradient, and radiofrequency electromagnetic fields
will be covered as well as the risks associated with acoustic
noise. Use of MRI during pregnancy, the design of an MRI
facility to support safety, the procedures to screen patients
and other individuals, and the management of patients
with claustrophobia, anxiety, or emotional distress will be
addressed. Review of the safety of MRI contrast agents, use
of ferromagnetic detection systems, techniques for physi-
ological monitoring, unique safety needs of interventional
MRI centers, and administration of sedation and anesthesia
during MRI will be covered. Proper management of patients
with metallic implants and complex electronically activated
devices, such as cardiac pacemakers and neuromodulation
systems will be covered. MRI safety policies and procedures
will be reviewed for hospitals/medical centers, outpatient
facilities, children’s hospitals, and research facilities. Finally,
MRI standards and guidelines will be addressed for the
United States. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
IS - 400 Independent Study
Independent study courses give students a unique opportu-
nity to pursue a course of study not commonly included in
the curriculum. If you are interested in pursuing an indepen-
dent study, meet with the faculty member you want to work
with to define the coursework and expectations. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 1-12
IS - 444 MRI Positioning/Protocols 4 Semester Hours
MRI is a specialized modality of Diagnostic Imaging sec-
tion. This course is designed to provide an understand-
ing of proper protocols and positioning utilized to acquire
appropriate imaging with patient history in mind concepts of
Magnetic Resonance Imaging. Anatomy and Pathophysiology
is reviewed for appropriate protocol and contrast usage.
Protocol and Positioning topics include basic overview of
MRI Physics, indications for procedure, preparation, orienta-
tion of MRI room, positioning and landmarks, patient history
and assessment, types of contrast media and their usage,
scan parameters for brain, spine, , upper and lower extrem-
ity imaging, Female and Male pelvis, Abdominal imaging,
Cardiac and Breast imaging. MRI protocols vary from site to
site and most often are dependent on radiologist’s pref-
erence. Students will follow weekly modules and or use
textbook and Internet resources to learn MRI protocols and
positioning Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 4
IS - 447P Clinical Practicum I 6 Semester Hours
Supervised clinical experience in the imaging track selected.
This course is designed so the students gains the clinical
experience needed to function in an active imaging sci-
ences department and to document the needed clinical
procedures. Each of the three clinical practicum will consist
of 333.33 hours (total of 1000 hours) in an assigned facility
for supervised practice of acquired knowledge and skills.
Review of medical imaging with an emphasis on problem
solving and critical thinking in the imaging track selected.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 6
IS - 448 Clinical Seminar I
This course builds on the previous learning related to imag-
ing sciences. This course will allow the students to engage
in self-directed study to prepare for the American Registry
of Radiologic Technologist (ARRT) by completing registry
review board modules. This course will provide the students
the opportunity to integrate the theory and clinical practice
in order to meet the complex needs of patients. ARRT reg-
istry review modules and case presentations will be com-
pleted. This course will provide a review of medical imaging
with an emphasis on problem solving and critical thinking
in the imaging track selected. The course is intended for
senior students to prepare for the ARRT’s credentialing
exam. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
IS - 449 Clinical Seminar II
This course builds on the previous learning related to imag-
ing sciences. This course will allow the students to engage
in self-directed study to prepare for the American Registry
of Radiologic Technologist (ARRT) by completing registry
review board modules. This course will provide the students
the opportunity to integrate the theory and clinical practice
in order to meet the complex needs of patients. ARRT reg-
istry review modules and case presentations will be com-
pleted. This course will provide a review of medical imaging
with an emphasis on problem solving and critical thinking in
the imaging track selected. The course is intended for senior
students to prepare for the ARRT’s credentialing exam.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
IS - 453 Computed Tomography Positioning and Protocols
Computed Tomography is a specialized modality of the
Diagnostic Imaging section. This course is designed to
provide an understanding of proper protocols and position-
ing utilized to acquire appropriate imaging with patient
history in mind concepts of computed tomography. Anatomy
and pathophysiology is reviewed for appropriate protocol
and contrast usage. Protocol and positioning topics include
basic overview of CT Physics, Patient communication and
safety, Radiation dose, indications for procedure, preparation,
orientation of CT room, positioning and landmarks, patient
history and assessment, types of contrast media and their
usage, and scan parameters. Imaging protocols for brain,
chest, abdomen, spine and musculo-skeletal imaging will be
covered in this course. CT protocols vary from site to site
and most often are dependent on radiologist’s preference.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
IS - 454 Health Care Ethics and Cultural Competence
This course covers ethical issues that Allied Health profes-
sionals can expect to encounter during their education and
career. It covers such areas of concern as professional-
ism, cultural dierences, confidentiality, informed consent,
responsible practice, handling mistakes, diicult cases and
key legal aspects of these issues. The course will begin by
helping the student understand the value of diversity in our
society and allow the student to make self-examination of
their own beliefs, values and biases. This will be followed by
the dynamics involved when two cultures interact. Students
will examine specific cultural characteristics as they apply
to health care and propose ways of adapting diversity to the
delivery of health care. The course will include an in-depth
assessment of the Culturally and Linguistically Appropriate
Services [CLAS] standards and cultural competency infor-
mation available to healthcare organizations. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 4
IS - 457P Clinical Practicum II 6 Semester Hours
Supervised clinical experience in the imaging track selected.
This course is designed so the student gains the clinical
experience needed to function in an active imaging sciences
department and to document the needed clinical procedures.
Each clinical practicum requires 333.33 hours in an assigned
facility for supervised practice of acquired knowledge and
skills. This course will oer a review of medical imaging with
an emphasis on problem solving and critical thinking in the
imaging track selected. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 6
IS - 458 Leadership 3 Semester Hours
This special topics course is designed to provide a basic
introduction to leadership by focusing on what it means to
be a good leader. Emphasis in the course is on the practice of
leadership. The course will examine topics such as: the nature
of leadership, recognizing leadership traits, developing lead-
ership skills, creating a vision, setting the tone, listening to
out-group members, handling conflict, overcoming obstacles,
and addressing ethics in leadership. Attention will be given to
helping students to understand and improve their own leader-
ship performance. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
IS - 463 Research & Statistical Methods
An introduction to the methods of scientific research to
include research design and statistical analysis. Critical
review of the components of research reports will be per-
formed to include definition of the problem, review of the
literature, research design, data analysis and results. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
IS - 467P Clinical Practicum III 6 Semester Hours
Supervised clinical experience in the imaging track selected.
This course is designed so the students gains the clinical
experience needed to function in an active imaging sciences
department and to document the needed clinical procedures.
Each of the three clinical practicums will consist of 333.33
hours (total of 1000 hours) in an assigned facility for super-
vised practice of acquired knowledge and skills. Review of
medical imaging with an emphasis on problem solving and
critical thinking in the imaging track selected. Retake Counts
for Credit: Yes. Pass/No Pass Grading Allowed: No. Credit(s): 6
IS - 468 Clinical Seminar III
This course builds on the previous learning related to imag-
ing sciences. This course will allow the students to engage
in self-directed study to prepare for the American Registry
of Radiologic Technologist (ARRT) by completing registry
review board modules. This course will provide the students
the opportunity to integrate the theory and clinical practice in
332 333
2020-2021 2020-2021Rush University Catalog Rush University Catalog
order to meet the complex needs of patients. ARRT registry
review modules and case presentations will be completed.
This course will provide a review of medical imaging with
an emphasis on problem solving and critical thinking in
the imaging track selected. The course is intended for
senior students to prepare for the ARRT’s credentialing
exam. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
IS - 481P Clinical Specialty Practicum 6 Semester Hours
Supervised clinical experience in the imaging track selected.
This course is designed so the student gains the clinical
experience needed to function in an active imaging sci-
ences department and to document the needed clinical
procedures. The clinical specialty practicum will consist of
200 hours in an assigned facility for supervised practice of
acquired knowledge and skills. Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: No. Credit(s): 6
IS - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
MED - EXM Medicine Exam Remediation
Remediation of course examination. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 8
MED - REM Medicine Clinical Remediation
Remediation of clinical weeks. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 8
MED - 7EI Internal Medicine Individualized Elective
Students may receive credit for an individually arranged
elective with a Rush faculty member. In order to receive
credit for such a rotation, the person to whom the student
will be responsible must write a letter stating the student’s
activities, responsibilities, amount of supervision, and spe-
cific dates of the rotation. The sponsoring faculty member
must complete an evaluation of the student’s performance
at the conclusion of the elective. Students must submit a
proposal to the Oice of Clinical Curriculum for approval at
least eight weeks before the rotation and must have writ-
ten approval from the assistant dean of Clinical Education
before beginning the rotation. Students may receive four
weeks of credit for an individually arranged elective. Credit
for a maximum of only one individually arranged elective
will count toward graduation requirements. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
MED - 703 Core Clerkship: Internal Medicine
This course introduces students to the study and skills of
clinical medicine. Through the case study approach, stu-
dents have the opportunity to evaluate and manage a vari-
ety of patients and their problems. In this manner, students
can develop their skills in history taking and physical exami-
nation and will review pathophysiological principles in caring
for patients. Students develop an understanding of relation-
ships between disease states and patient hosts from the
medical, social and emotional points of view. The ward team
approach allows students the opportunity to actively work
toward the goals of good patient care and the acquisition of
a solid foundations of medicine. Students are expected to
supplement their learning through a self-study program of
learning objectives. This will provide the students with expo-
sure to basic technical skills as well as a core set of topics
in internal medicine. Required Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 8
MED - 710 Subinternship: Internal Medicine
Students function at an advanced level, doing histories and
physical examinations, diagnostic evaluations and initiation
of appropriate therapy. There is close supervision by the
sta of the Department of Internal Medicine. The course is
primarily intended for students desiring additional clinical
experience in internal medicine. The four-week subintern-
ship rotation is taken during the fourth year. This clerk-
ship will be scheduled during the elective lottery, which
takes place in the spring of the M3 year. Required in M4
Year Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
MED - 711 Cardiovascular Medicine
This course is the study of the diagnostic spectrum of
cardiac evaluation including bedside assessment, critical
care cardiology, electrocardiography, electrophysiology,
echocardiography, cardiac catheterization, coronary angiog-
raphy, coronary care, interventional cardiology, preventive
cardiology and exercise testing. Patient study is carried
out under the direction of the clinical sta. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
MED - 712 Medical Intensive Care
This course provides experience in the recognition and
management of medical critical care issues, particularly the
use of bedside hemodynamic monitoring, use of mechanical
ventilators, and management of cardiovascular, pulmonary,
renal and endocrine emergencies. Patient care is carried
out under the direction of the clinical sta. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
MED - 713 Cardiovascular Research
In this course, a student’s program is individually planned
with emphasis on understanding basic research techniques
and completion of a project with the goal of submitting an
abstract and/or manuscript. The student is assigned to a
specific faculty member based on his/her individual interest.
The research program of the Section of Cardiology encom-
passes treatment and prevention of chronic heart failure,
arrhythmias, and coronary artery disease; echocardiography;
myocardial cell contraction; molecular biology of heart cell
dierentiation; and vascular biology. Students must submit a
proposal to the Oice of Clinical Curriculum for approval at
least eight weeks before the rotation and must have written
approval from the Oice of Clinical Curriculum before begin-
ning the rotation. Elective Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
MED - 721 Endocrinology/Metabolism
Endocrine and metabolic disorders are studied under the
direction of the clinical faculty. Regular didactic sessions,
departmental conferences and seminars supplement clini-
cal work, which involves both outpatients and inpatients.
Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 4
MED - 724 Coronary Care Unit
This course is designed for students desiring advanced
exposure to patients with acute cardiovascular illness.
During this rotation the student functions at the sub-intern
level and will be expected to admit anywhere from one to
three patients per day. Although night call is not required, it
is expected that the student remain until their work is fully
completed and sign-out given to the intern on-call. The stu-
dent then will give formal presentations of patient histories
and physicals at morning rounds. The student is available for
admitting and rounding six days out of seven. The student
is also exposed to the full spectrum of bedside procedures
performed in the coronary care unit including pulmonary
artery catheterization, indwelling arterial line, and venous
central catheter. Exposure to placement of transvenous
pacemakers and intraaortic balloon pumps will also be part
of the CCU experience. It is anticipated that the experience
in the coronary care unit be rigorous. At the conclusion of
the rotation the student should be able to understand the
diagnosis and treatment of the full spectrum of cardiovas-
cular illnesses including ischemic heart disease, advanced
heart failure, shock, hypertensive heart disease, valvular
heart disease, congenital heart disease and pericardial
disease. The student gains valuable experience in the diag-
nosis and treatment of rhythm disturbances and in 12-lead
electrocardiogram interpretation. The student is responsible
for all aspects of patient care under the supervision of the
physician team which includes a full-time cardiovascular
attending physician, a cardiovascular fellow, as well as
internal medicine residents and interns. It is also expected
that the student participate in didactic conferences and
attend all the cardiology conferences throughout their rota-
tion. This clerkship is recommended for students intending
to enter a career in internal medicine, the internal medicine
subspecialties or critical care medicine. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
MED - 726 Nephrology
In this course, the clinical diagnosis and management of
patients with acute and chronic renal disease as well as
various fluid, acid-base, and electrolyte abnormalities are
studied. In addition, the course is directed toward the proper
interpretation of pathophysiologic findings and the practi-
cal clinical management of nephrotic syndrome, diabetic
nephropathy, glomerulonephritis and patients with chronic
renal failure and end-stage renal disease. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
MED - 732 Digestive Diseases
This course is divided into two two-week sessions: gastro-
enterology and hepatology. Students rotate on the gastro-
enterology and hepatology inpatient services including liver
transplant. Students actively participate in consults, didactic
lectures and bedside rounds. Students attend all confer-
ences including gastroenterology grand rounds, conference,
liver transplant conference and Journal Club. An outpa-
tient experience in both gastroenterology and hepatology
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is available once per week if desired. There is an optional
opportunity for those students wishing to participate in clini-
cal research in the area of digestive diseases to incept proj-
ects during this rotation. Elective Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
MED - 736 Hematology
This course provides an intensive exposure to clinical
hematology. Students meet with residents, fellows and a
teaching-attending hematologist daily for presentation and
discussion of hospitalized hematology patients. Students
work-up patients, present them to the attending and partici-
pate in patient care with medical residents. Blood and bone
marrow slides on the service patients are reviewed daily with
attending hematologists using a teaching (multi-headed)
microscope. Bedside rounds follow the daily presentation of
cases. On Mondays, a multidisciplinary lymphoma confer-
ence presents diagnostic and therapeutic aspects of the
malignant lymphomas. On Thursdays, a clinical conference
is held in which a patient is presented and discussed in
depth by students, residents and faculty. A recent addition
to this elective is a daily self-learning session with a faculty
member on a core topic of hematology. Twenty of these top-
ics cover the spectrum of hematologic diseases. All confer-
ences held by the Section of Hematology and Stem Cell
Transplantation is available to the students on an optional
basis. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 2-4
MED - 746 Infectious Disease
In this course students are exposed to a wide variety of
acute and chronic infectious disease problems with empha-
sis on diagnostic and therapeutic approaches. Teaching is
conducted in a case-study format in which students see new
patients and present them to the attending on consultation
rounds. Rush and Stroger Hospitals have a joint fellow-
ship training program in infectious disease. Rush students
will spend two weeks at Rush and two weeks at Stroger
Hospital on the respective Infectious Disease Consultative
Services; visiting students will spend all four weeks at Rush.
In addition, students will attend a weekly two-hour infec-
tious disease conference at Rush and a one-hour infectious
disease conference at Stroger where they may present
cases. Sixteen lectures on basic infectious disease topics are
presented over the four weeks. Students are NOT allowed to
drop this course less than 8 weeks prior to the start. Elective
Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
MED - 747 Global & Community Health
In this course, students spend between two and four weeks
in a specific community defined by the student. The purpose
of this elective is to provide students the opportunity to read
and discuss in the area of primary health care, as defined
by the World Health Organization (1978). Students obtain
a framework for addressing common diseases in an under-
served community setting from a clinical, epidemiologic and
public health perspective. In addition to the didactic portion
of the course the student spends two to four weeks in an
underserved community developing country setting under
the supervision of Rush faculty. The course will focus on
the social determinants of population health, including the
impact of environment, poverty, social structure and culture
on health status and health care. The course will include the
epidemiology, diagnosis, treatment, control, and prevention
of selected diseases of importance in underserved settings.
Students use this knowledge to develop a plan for working
in disadvantaged communities providing primary health
care, either locally or internationally. Students must have
a faculty sponsor at Rush as well as a physician at the site
responsible for supervision of the student’s work. Students
must complete the on-line curriculum and reading self-study
prerequisites prior to departure for their work in the commu-
nity and must submit a completed project within one week
of the completion of the elective. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s):
2-4
MED - 751 Rheumatology
In this course, students participate in all activities of the
Section of Rheumatology, including patient care in clinics,
inpatient consultations, conferences and didactic sessions.
A wide variety of musculoskeletal conditions and connective
tissue diseases are seen. Objectives include performance of
musculoskeletal exam, synovial fluid analysis, arthrocentesis,
therapeutic injection of joints and other structures, ability
to formulate dierential diagnosis of rheumatic conditions
and formulate long-term management programs. An inter-
disciplinary approach relies on contributions of immunol-
ogy, orthopedics, diagnostic radiology, physiotherapy and
occupational therapy. Elective Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
MED - 755 Quality & Safety in the Hospital
In this course students are assigned to the Rush University
Medical Center Attending Directed service and assume pri-
mary responsibility for patient care under close supervision,
provided by an assigned attending hospitalist. Students
have the unique opportunity to work one-on-one with an
attending hospitalist, and interface with case management,
physical therapy, pharmacy, nursing, primary care physicians
outside of the hospital, emergency medicine and critical
care physicians and medical/surgical consultants to provide
high-quality and safe inpatient care. Students participate
in a series of workshops and didactic sessions addressing
important topics in quality improvement and patient safety.
Elective Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
MED - 761 Medical Oncology
Patients seen by the Section of Medical Oncology provide
an ample and varied spectrum of oncological problems.
Students study selected patients under the direction of
members of the section. Various therapeutic approaches
and complications occurring in the course of the disease are
discussed. The program stresses the importance of the com-
bined interdisciplinary approach using the resources of the
Departments of Surgery and Therapeutic Radiology, as well
as those of Pathology and Nuclear Medicine. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
MED - 771 Pulmonary Medicine
The course gives the student an exposure to the diagnosis
and management of patients with a wide variety of pul-
monary disorders. The rotation concentrates primarily on
inpatients at Rush University Medical Center, but there is an
opportunity to work withoutpatients in the Rush Center for
Lung Diseases. The essentials of pulmonary physiology, the
use and interpretation of pulmonary function testing, and the
provision of mechanical ventilatory support are emphasized
during the rotation. Elective Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 2-4
MED - 777 Allergy/Immunology
This course teaches the clinical approach to the problems
of allergy, other immune-mediated diseases and immuno-
deficiency in children and adults. Diagnosis and treatment
of commonly encountered IgE-mediated diseases (allergic
rhinitis, asthma, eczema and urticarla), as well as connec-
tive tissue diseases and immunodeficiency syndromes are
explained. Students are responsible for following medicine
as well as pediatric inpatient consults at Rush University
Medical Center and Stroger Hospitals and report to the
attending physician-on-service for daily rounds. Allergy/
Immunology outpatient care is demonstrated at Fantus Clinic
(part of the Stroger Hospital Ambulatory Care Network) as
well as the Allergy/Immunology Oice at Rush University
Medical Center. Students also learn about skin testing
techniques, spirometry, and immunological tests performed
by the Rush Medical Laboratory. Teaching (basic science or
clinical lecture, journal club, research and chart review) con-
ferences are held at Rush on Friday mornings. The attending
physician-on-service and/or fellow-on-service also teach on
daily rounds. A pretest and final quiz are given to measure
achievement as a basis for evaluation. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
MED - 781 Research in Medicine
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, respon-
sibilities, amount of supervision, and the specific dates of
the rotation. Credit toward graduation is granted assuming
that the research project is ongoing throughout the aca-
demic year. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from the
director of Clinical Curriculum before beginning the rota-
tion. Research rotations are scheduled for a minimum of four
weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply
to the rule of eight weeks maximum credit for coursework
in a single subspecialty. This decision is at the discretion of
the Oice of Clinical Curriculum. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s):
4-8
MED - 785 Community-Based Intensive Care
This community-based intensive care experience is oered
at Rush Copley Medical Center in Aurora, Illinois. Students
learn to recognize critically ill patients’ presentation and
natural history, identify proper treatment of critical illness
and become familiar with typical critical care procedures.
They also learn the process of multidisciplinary rounds in a
community ICU. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 2-4
MED - 790 Advanced Concepts in Palliative Care
This is a two-week online compressed course designed
for graduate students to build a foundation in palliative
care principles that may be applied directly to patient
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
care. The focus of the course is to gain familiarity with an
interdisciplinary approach and establish primary palliative
care expertise in caring for patients with life-limiting illness
across the disease continuum. Students learn the history and
driving tenets of palliative care, discover the core skills in
interprofessional team work, and expand their understanding
of complex pain and symptom management, serious illness
communication, prognostication and the care of the dying
patient. Graduate students leave with skills that have been
demonstrated to improve patient safety, patient and provider
satisfaction, and decrease health care utilization. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2
MED - 795 Geriatric Medicine
This course draws upon a number of resources within the
Rush system, including Rush University Senior Care and
its practice sites and Johnston R. Bowman Health Center.
Students learn about models of care for older adults through-
out the continuum of medical care. Under the supervision of
the faculty of the Section of Geriatric Medicine and Palliative
Care, students participate as part of an interdisciplinary team
in evaluation and assessment of the medical, psychiatric,
and social needs of older adults. The curriculum includes
exposure to topics in medical ethics, medical economics, and
medical and legal aspects of end-of-life care. Weekly didactic
sessions presented by section faculty complement clinical
experiences. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 2-4
MED - 799 Combined Internal Medicine/Pediatrics
This course is based at Lifetime Medical Associates, the
continuity practice of the Rush Combined Internal Medicine/
Pediatrics Residency Program. This integrated resident-
faculty outpatient practice focuses on family-oriented
primary care. Students spend the day working with com-
mon outpatient problems in patients of all ages. In addition,
students gain experience in oice management, insurance
issues, quality improvement, urgent care, and other areas
important to general practice. Because this course is essen-
tially an outpatient subinternship, we request that students
advise us as soon as possible of a need to change dates or
cancel enrollment. Note: Visiting students may only enroll in
four-week rotations with the approval of the course director;
they are not eligible for two-week rotations. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
MED - 812 Medical Intensive Care
This course provides experience in the recognition and
management of medical critical care issues, particularly the
use of bedside hemodynamic monitoring, use of mechanical
ventilators and management of cardiovascular, pulmonary,
renal and endocrine emergencies. Patient care is carried
out under the direction of the clinical sta. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
MED - 815 Clinical Palliative Care
In this course, students see patients referred to the palliative
care service in the inpatient, outpatient and home setting.
The service sees 50 patients/month in the inpatient set-
ting; 10-15/week in the outpatient clinic; and two to three
patients/week at home. The student is involved in a selected
number of these patients. Palliative Medicine fellows provide
teaching to the residents and medical students rotating on
the service both formally during didactic sessions, as well
as serving as role models during direct patient care interac-
tions and family meetings. Elective Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 2
MED - 821 Endocrinology/Metabolism
Endocrine and metabolic disorders are studied under the
direction of the clinical faculty. Regular didactic sessions,
departmental conferences and seminars supplement clini-
cal work, which involves both outpatients and inpatients.
Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 4
MED - 826 Nephrology
In this course, the clinical diagnosis and management of
patients with acute and chronic renal disease as well as
various fluid, acid-base and electrolyte abnormalities are
studied. In addition, the course is directed toward the proper
interpretation of pathophysiologic findings and the practi-
cal clinical management of nephrotic syndrome, diabetic
nephropathy, glomerulonephritis and patients with chronic
renal failure and end-stage renal disease. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
MED - 828 Cardiology
This course consists of two weeks of CCU and two weeks
of inpatient cardiology consults, or four weeks of CCU. Each
student can choose which of the two formats they prefer.
Students see patients on their own and present/discuss
them with the team. They attend cardiology rounds and
conferences. Students improve their knowledge about the
presentation and treatment of common cardiac diseases
including chest pain, acute coronary syndrome, arrhythmias.
Students improve their skills in the cardiac examination
and in the interpretation of EKGs. There is a daily half-
hour teaching conference for the team. Students have the
option of staying for an additional hour long conference
geared towards the fellows. Students are invited to attend
any conferences for the department of medicine residents
(noon conferences three days per week). Evaluation is based
on the student’s performance on rounds. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
MED - 832 Digestive Diseases
This course is divided into two two-week sessions: gastro-
enterology and hepatology. Students rotate on the gastro-
enterology and hepatology inpatient services including liver
transplant. Students actively participate in consults, didactic
lectures and bedside rounds. Students attend all confer-
ences including gastroenterology grand rounds, conference,
liver transplant conference and Journal Club. An outpatient
experience in both gastroenterology and hepatology is avail-
able once per week if desired. There is an optional oppor-
tunity for those students wishing to participate in clinical
research in the area of digestive diseases to incept projects
during this rotation. Elective Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
MED - 836 Hematology
This course provides an intensive exposure to clinical
hematology. Students meet with residents, fellows and a
teaching-attending hematologist daily for presentation and
discussion of hospitalized hematology patients. Students
work-up patients, present them to the attending and partici-
pate in patient care with medical residents. Blood and bone
marrow slides on the service patients are reviewed daily with
attending hematologists using a teaching (multi-headed)
microscope. Bedside rounds follow the daily presentation of
cases. On Mondays, a multidisciplinary lymphoma confer-
ence presents diagnostic and therapeutic aspects of the
malignant lymphomas. On Thursdays, a clinical conference
is held in which a patient is presented and discussed in
depth by students, residents and faculty. A recent addition
to this elective is a daily self-learning session with a faculty
member on a core topic of hematology. Twenty of these top-
ics cover the spectrum of hematologic diseases. All confer-
ences held by the Section of Hematology and Stem Cell
Transplantation is available to the students on an optional
basis. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 4
MED - 847 Externship: Infectious Disease
As externs on the Infectious Disease inpatient ward,
students act as daily care providers for newly admitted
patients with HIV/AIDS, most of whom have opportunistic
infectious and/or malignancies requiring in-hospital diag-
nostic evaluation and therapy. Students participate in daily
multi-disciplinary team rounds that include an infectious
disease attending, medicine house sta, clinical pharmacist,
and physician assistants (PA’S). Students also may spend
one-half day per week in the outpatient HIV clinic under
the supervision of an infectious disease physician. Didactic
sessions include a weekly one-hour Infectious Disease con-
ference conducted at the Core Center, a two-hour clinical
infectious disease conference held at Rush, and 12 lectures
on HIV-related topics. Exposure to the microbiology lab
takes place during which the following topics are reviewed:
HIV testing, blood cultures, mycobacterial testing, suscepti-
bilities. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 4
MED - 848 HIV Primary Outpatient Care
In this course students learn about HIV primary care includ-
ing HIV counseling and testing; prevention, diagnosis, and
treatment of opportunistic infections; and antiretroviral
therapy. Experiences will include adult, adolescent and
pediatric HIV clinics, and brief exposure to a walk-in sexu-
ally transmitted disease clinic, and specialists in HIV dental,
renal, cancer, hematology, and neurology specialty care,
as well as mental health, social work, and chemical depen-
dency support services. Didactic sessions include a one-
hour weekly Infectious Diseases conference at the CORE
Center and a two-hour clinical conference at Rush. The
CORE Center provides comprehensive outpatient Infectious
Disease services. Founded by Rush and the County of Cook,
the Center is operated by the Cook County Bureau of Health
Services. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 4
MED - 850 Short Stay Telemetry
In this course students see patients on their own and go
over their presentations with senior residents and attending
sta. CXRs and EKGs are also reviewed with the attend-
ing sta. Students are exposed to the presentation and
management of patients with chest pains, acute coronary
syndromes as well as congestive heart failure and various
arrhythmias. All patient orders will be supervised and co-
signed by the house sta. Students usually see two patients
daily and follow their patients for the ~48hr stay while they
are on the observation unit. Students will be based on the
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
telemetry units Monday through Friday from 8 a.m. to 6
p.m. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 4
MED - 851 Rheumatology
In this course, students participate in all activities of the
Section of Rheumatology, including patient care in clinics,
inpatient consultations, conferences and didactic sessions.
A wide variety of musculoskeletal conditions and connective
tissue diseases are seen. Objectives include performance of
musculoskeletal exam, synovial fluid analysis, arthrocentesis,
therapeutic injection of joints and other structures, ability
to formulate dierential diagnosis of rheumatic conditions
and formulate long-term management programs. An inter-
disciplinary approach relies on contributions of immunol-
ogy, orthopedics, diagnostic radiology, physiotherapy and
occupational therapy. Elective Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
MED - 861 Medical Oncology
Patients seen by the Section of Medical Oncology provide
an ample and varied spectrum of oncological problems.
Students study selected patients under the direction of
members of the section. Various therapeutic approaches
and complications occurring in the course of the disease are
discussed. The program stresses the importance of the com-
bined interdisciplinary approach using the resources of the
Departments of Surgery and Therapeutic Radiology, as well
as those of Pathology and Nuclear Medicine. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
MED - 872 Pulmonary Consultation Services
This course consists of Stroger Hospital inpatient pulmo-
nary consults and outpatient pulmonary clinics. Students
see patients on their own and present/discuss them with
the team. They see a variety of new and follow-up patients.
Stroger Hospital is renowned for the ethnic and clinical
diversity of its patient population. Students also attend
pulmonary rounds and conferences. The rotation consists
of inpatient pulmonary consults and outpatient pulmo-
nary clinics. Typical hours are 7:30 a.m. to 5 p.m. Students
will have weekends o. Specific Educational Objectives of
Clerkship: At the end of the rotation, students will: (1) display
an approach to history taking, physical examination and
interpretation of radiographic and physiologic studies to
allow accurate description of acute and chronic respiratory
syndromes; (2) be able to classify respiratory illnesses based
on tempo and findings as acute, sub-acute or chronic and
categorize the illness as congenital or acquired, infectious,
inflammatory, neoplastic or traumatic in nature; (3) demon-
strate an organized approach to interpretation of chest imag-
ing; (4) demonstrate an organized approach to interpretation
of cardiorespiratory physiology; (5) demonstrate proficiency
in physical examination of the patient with lung disease.
Elective Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
MLS - 504 Clinical Chemistry I
This course is designed to introduce students to Clinical
Chemistry as used in Medical Laboratory Science (MLS).
The biochemistry, clinical utility and analysis of amino acids,
proteins, carbohydrates, lipids/lipoproteins, bilirubin and
non-protein nitrogen-containing molecules will be presented.
Renal physiology along with the chemical and cellular analy-
sis of urine will also be presented. Course content includes
correlation of data and case studies for selected disease
states. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 4
MLS - 505 Clinical Chemistry II
This course continues with the biochemistry, analysis and
application of clinically-significant chemical substances.
Topics include enzyme kinetics and clinical application of
enzyme levels, endocrinology, bone and mineral metabolism,
cardiac markers, tumor markers, body water balance, elec-
trolytes, pH and blood gases, and testing for drugs of abuse
and toxic alcohols. Course content includes the discussion
of case reports and primary literature for selected disease
states. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
MLS - 514 Hematology I
This course introduces hematologic concepts and clinical
applications. Students will learn about venipuncture, com-
plete blood counts, hematopoiesis, erythrocyte metabolism,
the synthesis and function of hemoglobin, leukopoiesis, and
dierentiation of leukocytes. After students learn about the
normal aspects hematology, they will learn about the abnor-
malities associated with erythrocytes and leukocytes such
as, anemias, hemoglobinopathies, thalassemias, and leuke-
mias and lymphomas. Case studies will be used to further
students’ understanding of erythrocytes and leukocytes.
Laboratory sessions included. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 6
MLS - 515 Hematology II
The study of hematology is continued in this course in
which students learn about coagulation and hemostasis and
extend their knowledge of erythrocytes and leukocytes to
the analysis of body fluids other than blood. Students will
learn about megakaryopoiesis, hemostasis, coagulation and
coagulopathies. In addition, the chemical and cellular analy-
ses of the following fluids will be discussed: cerebral spinal,
synovial, pleural, peritoneal, pericardial and seminal, as well
as fecal analysis. Finally, students will learn how to dierenti-
ate between transudates and exudates as well the clinical
significance of those analyses. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
MLS - 523 Clinical Immunology
An introduction to the basic concepts and terminology of
immunity is covered in this course, including development,
structure, and function of the lymphoid system; the basis of
antigenicity; antibody structure, production, and function;
mechanisms of cellular and humoral immunity; the comple-
ment system; and mechanisms of immune suppression and
tolerance. Topics also include the immune response and
the laboratory testing related to measuring the immune
response. The pathogenesis and laboratory diagnosis of
immunological disorders such as hypersensitivities, immune
deficiencies, and autoimmunity will be discussed. Solving
case studies involving immune system disorders will be an
important aspect of learning about these diseases. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
MLS - 524 Clinical Immunohematology
This course provides the student with the practical and
theoretical knowledge in whole blood collection, process-
ing, and transfusion that is necessary to work in a blood
center or clinical transfusion service. Topics include red cell
immunology, genetics, and membrane biochemistry; charac-
teristics of human blood group systems; serological testing
systems; parentage testing; red cell antibody detection and
identification; pretransfusion testing; quality management;
blood product manufacturing including blood procure-
ment, component preparation, and donor infectious disease
testing; transfusion medicine practice; adverse eects of
transfusion; and hemolytic disease of the fetus and newborn
(HDFN). Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 4
MLS - 526 Molecular Techniques
This course consists of an introduction to the principles,
methodologies and applications of molecular biological pro-
cedures used in the clinical laboratories. Emphasis is placed
on the molecular biological procedures used in the identifica-
tion of infectious agents that cause human disease, in the
diagnosis of inherited diseases, in the diagnosis of cancer
and in the determination of risk factors for the develop-
ment of cancer. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
MLS - 534 Clinical Microbiology I
This course focuses on the diagnostic procedures employed
in the clinical bacteriology laboratory, such as specimen
collection and the cultivation, isolation, and identification of
medically important bacteria. Mechanisms of antimicrobial
activity and antibiotic susceptibility testing are discussed in
depth. Laboratory activities familiarize the student with the
appearance and colony morphology of clinically important
bacteria and consist of learning procedures used in the iden-
tification of bacterial isolates, including the gram stain and
various biochemical and molecular assays. These activities
are then applied to the identification of unknown bacte-
rial isolates found in patient specimens. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 6
MLS - 535 Clinical Microbiology II
In this course, students will learn about the acquisition, dis-
ease, and identification of fungi (yeasts and molds), eukary-
otic parasites, and obligate intracellular organisms including
viruses and bacteria. Emphasis is on the diagnostic proce-
dures used in the clinical laboratory to isolate and identify
these organisms. Digital microscopy will be used to supple-
ment lecture such that students will learn the morphology of
fungi and parasites in particular. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
MLS - 541 Research in MLS I
This is the first course in the MLS research series that is
taken concurrently with Research Methods. In this course,
students will apply research methods to the medical labora-
tory science scope of practice. Students will learn about the
requirements for completing a research project in medical
laboratory science that will satisfy graduation requirements
including the components of the written research paper and
content of the proposal and final defense presentations.
Students will attend and evaluate the research defense
presentations given by students who are preparing for
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graduation. At the conclusion of this course, students will
have selected a research topic and research mentor. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
MLS - 542 Research in MLS II
Completion of a research project provides the graduate
student with the opportunity to participate in the design,
implementation, analysis and reporting of original research
in medical laboratory science (MLS) or translational research
related to MLS. With the guidance of a research adviser, the
graduate student will be involved in the planning and execu-
tion of a project as well as generate analyzable data that can
be published in a primary journal. Students can undertake
projects in any discipline within the scope of the field of
medical laboratory science with the support of their chosen
research adviser as well as the MLS faculty. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 6
MLS - 543 Research in MLS III
This course is a continuation of MLS 542 Research in MLS
II in which the student will complete the analysis of data
generated during the first course and complete a written
manuscript and final oral defense in culmination of the
requirements for the degree. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
MLS - 580P Clinical Practicum-Chemistry
This course builds upon the theoretical knowledge and
techniques learned in the Clinical Chemistry courses in
that students will directly see how the analyses of clinical
chemistry are applied to the diagnosis and management of
the patient. Students spend time in the clinical chemistry
laboratory experiencing the environment of the clinical labo-
ratory and working hands-on with state-of-the-art chem-
istry instrumentation and automation. Routine and special
chemistry methodology, flow-cytometry, and electrophoresis
are included. The daily experience will be supplemented with
the analysis of case studies to support the development of
critical thinking skills needed by the highly functional medi-
cal laboratory scientist. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
MLS - 581P Clinical Practicum-Hematology
The diagnosis of diseases related to the blood as first
learned in the prerequisite courses will be reinforced in
this practicum experience in which students spend time
observing and performing hematological tests in a clinical
laboratory. The use of automation and instrumentation to
perform basic hematological analyses, specialized hema-
tologic testing techniques, and advanced techniques are
included. Additional analysis of case studies as well as iden-
tification and evaluation of a quality assurance/control issue
are required. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
MLS - 584P Clinical Practicum-Immunohematology
The working immunohematology laboratory will be the set-
ting for this clinical practicum. Students will observe and
perform routine and specialized tests that are critical for
ensuring the safe transfusion of blood and blood products
into patients. The basic skills learned in the prerequisite
course will be reinforced. Students will directly experience
the impact regulatory bodies have on transfusion services.
Case studies and the analysis of quality control/assurance
issues will be used to foster the development of critical
thinking skills. Instrumentation and advanced methodologies
are emphasized. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
MLS - 585P Clinical Practicum-Education
It is expected that the entry-level medical laboratory scien-
tist will be able to train and/or educate users and providers
of laboratory services. In this practicum, students will learn
and apply educational methodologies and terminology. They
will also analyze and improve their communication skills.
Students will assist in the instruction of the first-year student
laboratory sessions including working with the course direc-
tor to prepare for these exercises. In addition, to demonstrate
the acquisition of the communication skills suicient to
teach, students will prepare and deliver a unit of instruction
including appropriate learning objectives and evaluation of
learning. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
MLS - 586P Patient Care Techniques
Pre-analytical situations and best practices in specimen
collection techniques are reinforced through extensive
discussion and practice in this course. Students will perform
venipuncture procedures on patients throughout both inpa-
tient and outpatient settings. Pediatric and geriatric patients
are included, as are general adult populations. Evaluation of
pre-analytical situations involving documentation, transpor-
tation requirements, and infection control are also covered in
this course. Students will improve their communication skills
as they interact with patients and other healthcare providers.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 1
MLS - 587P Clinical Practicum-Microbiology
In this practicum, students will spend time in the clinical
microbiology laboratory observing and performing tests
for the isolation and identification of clinically significant
bacteria, fungi, viruses and parasites. The determination
of antimicrobial susceptibility, detection of resistance, and
interpretation of susceptibility patterns will be reinforced.
Instrumentation and advanced methodologies are empha-
sized. The daily experience will be supplemented with the
analysis of case studies to support the development of
critical thinking skills needed by the highly functional medi-
cal laboratory scientist. Students will interact with other
healthcare professionals, e.g. pharmacists, physicians, and
infection control nurses during rounds and/or case confer-
ences. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 6
MLS - 588 Comprehensive Review
A comprehensive review of hematology, body fluid analy-
sis, clinical chemistry, laboratory operations, immunology,
immunohematology, molecular diagnostics, and microbiol-
ogy will be the focus of this course through the analysis of
multi-disciplinary case studies and completion of weekly
examinations. This review course prepares students for the
national certification examinations. At the completion of
the review all students will take a comprehensive examina-
tion. Successful passing of all sections of the departmental
comprehensive examination is required for completion of
the course and for graduation. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
MLS - 589 Clinical Laboratory Management
Management of the clinical laboratory will be covered in
this course with topics to include operational aspects of
the laboratory, human resource management, financial
considerations of running a laboratory, error management,
personality and leadership styles, and crisis and disas-
ter management. Students will participate in interactive
sessions designed to help them understand and develop
important leadership and management concepts. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
MLS - 900 Independent Study
Prerequisite: Departmental permission. Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: No. Credit(s):
1-12
MLS - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
NEU - EXM Neurology Exam Remediation
Remediation of course examination. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
NEU - REM Neurology Clinical Remediation
Remediation of clinical weeks. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
NEU - 7EI Neurology Individualized Elective
Students may receive credit for an individually arranged
elective with a Rush faculty member. In order to receive
credit for such a rotation, the person to whom the student
will be responsible must write a letter stating the student’s
activities, responsibilities, amount of supervision, and spe-
cific dates of the rotation. The sponsoring faculty member
must complete an evaluation of the student’s performance
at the conclusion of the elective. Students must submit a
proposal to the Oice of Clinical Curriculum for approval at
least eight weeks before the rotation and must have writ-
ten approval from the assistant dean of Clinical Education
before beginning the rotation. Students may receive four
weeks of credit for an individually arranged elective. Credit
for a maximum of only one individually arranged elective
will count toward graduation requirements. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
NEU - 591 Advanced Neuroscience Proseminar
Taught jointly by participating faculty, seminar format is
used to encourage extensive discussion and participa-
tion. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: No. Credit(s): 2
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NEU - 699 Doctoral Research
Research credits after admission to candidacy. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 1-9
NEU - 701 Core Clerkship: Neurology
This course is designed to introduce students to the care
of patients with neurological illness. Through an exposure
to patients with a variety of illnesses, the students develop
their neurological examination and history-taking skills, as
well as an understanding of the work-up, diagnosis, and
management of patients with neurological symptoms and
diseases. At both Rush and Stroger Hospitals, the student
has extensive interaction with both attending sta and resi-
dents, and participates in daily attending rounds. Didactic
teaching during the rotation includes a formal lecture series
on topics in clinical neurology. In addition, there are weekly
departmental conferences including Neurology Grand
Rounds. Students participate in the diagnostic workup of
assigned patients. At Rush, the student is a member of the
general neurology floor service and the stroke/critical care
service for two weeks each. At Stroger Hospital, students
are members of the neurology team that sees neurology in-
patients and consultation patients, as well as attending two
outpatient clinics per week. All students are expected to be
in attendance and prepared for daily work rounds and daily
attending rounds. They are responsible for performing a
history and physical examination on their assigned patients
and presenting their patients. Students are expected to be
involved closely in the initial and daily follow-up care of their
patients, including writing daily notes. In addition, students
are expected to attend all assigned lectures and confer-
ences. There is rotating call for medical students. Students
are required to participate in clinical activities the Thursday
morning before the mini-board examination. Required
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
NEU - 781 Research in Neurology
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, respon-
sibilities, amount of supervision, and the specific dates of
the rotation. Credit toward graduation is granted assuming
that the research project is ongoing throughout the aca-
demic year. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from the
director of Clinical Curriculum before beginning the rota-
tion. Research rotations are scheduled for a minimum of four
weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply
to the rule of eight weeks maximum credit for coursework
in a single subspecialty. This decision is at the discretion of
the Oice of Clinical Curriculum. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s):
4-8
NEU - 792 Advanced Neurology
This advanced course is intended to provide students the
opportunity to further develop their clinical skills in the
evaluation of patients with neurologic conditions. Students
build on the foundational knowledge and experience from
the core neurology clerkship, successful completion of
which is required. Prior to the start of the rotation, stu-
dents have the option to identify subspecialties in which
they have interest so that a schedule can be developed to
reflect these interests. Students may choose to focus on any
subspecialties within neurology including general neurol-
ogy, neuromuscular, stroke, epilepsy, multiple sclerosis,
neuro-oncology, neuro-ophthalmology, movement disorders,
child neurology, dementia, sleep, as well as in the neuro ICU
service and neuro-endovascular service. This is a flexible
program which will be structured by the course director and
course coordinator to best fit the interests of the individual
student, based on clinic and attending availability. Specific
areas of interest should be discussed with the coordinator at
least 8 weeks prior to the rotation start date. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
NEU - 793 Neurosciences Intensive Care Unit (NSICU)
The Neurosciences Intensive Care Unit (NSICU) elective is
designed to expose M4 students to the management of criti-
cally ill neurological and neurosurgical patients. Students will
have the opportunity to comprehensively evaluate patients,
determine how to review and interpret various neuroimag-
ing modalities, present their findings on rounds and develop
an initial assessment and plan. Basic principles behind
end of life issues, brain death, and organ donation will be
discussed. Exposure to the entire spectrum of neurocritical
care will be available, including disorders of consciousness,
acute ischemic strokes, hemorrhagic strokes, subarachnoid
hemorrhages, neuromuscular diseases, CNS infections,
seizures and status epilepticus as well as neuro-oncological
emergencies. Students are expected to follow patients from
admission to the NSICU until discharge to the floor or out-
side facility. The number of patients will vary widely depend-
ing on the acuity and specifics of their disease. Students
performance will be assessed via NSICU patient presenta-
tions at AM rounds. Formative feedback will be provided
to students at the conclusion of the patient presentation.
A summative evaluation will be provided at the end of the
course. Students have a choice of taking this elective for
one or two weeks. Retake course for credit: No. Pass/no pass
grading allowed: No. Credit(s): 1-2
NEU - 900 Independent Study
Specialized course work designed around the needs of an
individual student. Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 1-12
NEU - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 1
NRS - 541P Specialty Practicum
This course is designed to provide advanced nursing
practice students with an opportunity to achieve popula-
tion competence at the graduate level. The experience is
accomplished under the guidance of an approved preceptor/
facilitator. The minimum number of clock hours of practicum
and residency may be determined by the population specific
credentialing body and graduate requirements may vary
across population programs. Prerequisite or co-requisites:
Core courses as determined by each program; and RN
Licensure. Clinical conference is included. Post-master’s
student requirements are individually determined. P/N grad-
ing. (Variable) Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 1-12
NRS - 600P Specialty Residency
This course is designed to provide advanced nursing
practice students with an opportunity to achieve spe-
cialty competence at the graduate level. The experience is
accomplished under the guidance of an approved preceptor/
facilitator. The minimum number of clock hours of practicum
and residency may be determined by the specialty specific
credentialing body and graduate requirements may vary
across specialty programs Prerequisite or co-requisites:
Core courses as determined by each program. P/N grad-
ing. (Variable) Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 1-7
NSG - 500 Socialization Into Nsg Semr
Historical, theoretical and ethical underpinnings of the dis-
cipline, as well as professional standards that guide practice
are used to assist the learner in understanding nursing
as a scientific discipline and a social phenomenon, and in
developing a personal philosophy to guide professional
nursing practice. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 1
NSG - 501 Role of Professional Nurse
This course presents concepts essential to the practice of
client/patient and family-centered nursing across the life
span. Students will examine essential physiological and
psychosocial concepts, the professional role, and introduc-
tory clinical reasoning, while respecting individual and
cultural diversity. Corequisite: Role of the Professional Nurse
Practicum Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 501P Role Professional Nurse Practicum
The learner will use clinical reasoning to holistically address
client’s/patient’s health and wellness needs. Learner will
apply psychosocial and physiological concepts, therapeutic
communication, pathophysiology, biostatistics and epide-
miology to diverse clients/patients and families in a variety
of settings. Focus will be on the patient/client within the
context of the client/patient system. Corequisite: Role of the
Professional Nurse Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
NSG - 502 Nsg Mgt: Common Health Alt/Life Span
This course presents physiological, psychosocial, cultural,
developmental and ethical concepts of common acute
or exacerbated health alterations across the life span.
Concepts of health promotion and disease prevention are
introduced using evidence-based interventions. Inter-
and intra-professional collaboration for ensuring quality
health outcomes is emphasized. Prerequisite: Role of the
Professional Nurse; Corequisite: Nursing Management of
Common Health Alterations Across the Life Span Practicum
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 502P Nsg Mgt: Common Health Alt - Practicum
This course provides an opportunity for the learner will
apply concepts learned in the didactic portion of the
course to the care of patients across the life span experi-
encing common acute or exacerbated health alterations.
Prerequisite: Role of the Professional Nurse Practicum;
Corequisite: Nursing Management of Common Health
Alterations Across the Life Span Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 503 Psychiatric & Mental Health Nursing Prac
This course examines the etiology, manifestations, and
clinical management of selected mental illnesses across
the life span and continuum of care. Students will analyze
systems and the evidence base for psychiatric nursing
and apply this knowledge in promoting mental health and
the optimal functioning and rehabilitation of individuals,
families, and communities with mental health problems.
Prerequisite: Nursing Management of Common Health
Alterations Across the Life Span; Corequisite: Psychiatric
and Mental Health Nursing Practicum (3) Prerequisite:
Nursing Management of Common Health Alterations Across
the Life Span; Corequisite: Psychiatric and Mental Health
Nursing Practicum Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
NSG - 503P Psych & Mental Health Nrs Practicum
This clinical practicum provides the learner with the
opportunity to develop clinical competence in psychiat-
ric and mental health clinical settings. Emphasis is placed
on the development and maintenance of the therapeutic
relationship with clients/patients and families across the
continuum of care. Prerequisite: Nursing Management of
Common Health Alterations Across the Life Span Practicum;
Corequisite: Psychiatric and Mental Health Nursing(3)
Prerequisite: Nursing Management of Common Health
Alterations Across the Life Span Practicum; Corequisite:
Psychiatric and Mental Health Nursing Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 504 Women’s Health Across the Life Span
This course presents physiological, psychosocial, cultural,
developmental and ethical issues of women’s health across
the life span, including pregnancy and birth. Concepts of
health promotion and disease prevention are stressed using
evidence-based interventions. Inter- and intra-professional
collaboration for ensuring quality health outcomes is
emphasized. Prerequisite: Successful completion of Terms 1,
2 and 3; Corequisite: NSG 504P Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 504P Women’s Health Nursing
This course provides clinical practice opportunities for
students to manage the care of women, newborns, and the
childbearing family. Students will integrate evidenced-based
health promotion and health maintenance information when
teaching and developing nursing plans of care for women,
newborns and the childbearing family. Prerequisite: NSG-
503 and NSG-503P Corequisite: NSG-504 Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
NSG - 505 Public Health Nursing
This course uses an ecological model to assess the nursing
care needs of individuals, families and groups in the com-
munity. Evidence based strategies to promote health and
reduce risk for individuals, families and groups are analyzed
within the context of the communities in which they live.
The impact of public health laws and regulations on public
safety and access to care are examined. Prerequisite: NSG-
522 and NSG-524; Corequisite: NSG-504 and NSG-508P (3)
Prerequisite: NSG-522 and NSG-524; Corequisite:NSG-504
and NSG-508P Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 505P Public Health Nursing Practicum
This course provides the opportunity for the learner to apply
knowledge and skills in providing nursing care across the
life span for individuals, families, and groups in community
settings. The learner will apply the ecological model to
integrate evidence-based health promotion, prevention, and
risk reduction strategies for individuals, families and groups
within the context of the communities in which they live. The
impact of public health laws and regulations on public safety
and access to care are examined. Prerequisite: successful
completion of terms 1-3; Corequisite:NSG-505 Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
NSG - 506 Nsg Management of Complex Hlth
This course presents Physiological, psychosocial, cultural,
development and ethical concepts in the case management
of complex health alterations across the life span. Inter- and
intra-professional collaboration for ensuring quality health
outcomes is emphasized, LT grade Prerequisite: NSG 504
and NSG 505; Corequisite: Nursing Management of Complex
Health Alterations Across the Life Span Practicum Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 506P Nsg Management of Complex Prac
This course provides an opportunity for the learner to apply
concepts learned in the didactic portion of the course to the
care of patients across the life span experiencing complex
health alterations. P/F grade Prerequisite: Integrated Clinical;
Corequisite: Nursing Management of Complex Health
Alterations Across the Life Span Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 507 Preparation for Professional Practice
This course will provide pre-licensure students with the
opportunity to analyze the CNL role in the context of the
health delivery system with an emphasis on various micro-
systems in the practice settings. Prerequisite: Successful
completion of Terms 1 - 5. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1
NSG - 510 Pathophysiology
This course provides a conceptual, life span approach to
alterations in normal anatomic structure and function.
General and system specific concepts related to causa-
tion and clinical presentation of pathophysiology will be
discussed. This course will provide the foundation for the
application of pathophysiologic concepts to common clinical
situations. Critical thinking is emphasized. Application of
evidence-based pathophysiologic research will be discussed.
Prerequisite: Anatomy and physiology Prerequisite: Anatomy
and Physiology Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 511 Pharmacology
This course provides a conceptual, life span approach to
understanding the principles of pharmacokinetics and
pharmacodynamics that provide the foundational knowledge
critical to understanding pharmacotherapeutics. Critical
thinking is emphasized. Application of research is discussed.
Prerequisite: Pathophysiology for the Advanced Generalist
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 512 Clinical Leadership & Proj Development
Using a case-based approach, this course provides the
learner with an opportunity to apply concepts and principles
of clinical leadership and quality improvement to address
issues related to care outcomes. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 513 Clin Project Implementation
This clinical course expands the student’s clinical compe-
tency & integrates the role of the Clinical Nurse Leader in
a variety of clinical settings. The student will demonstrate
progressive competence & independence in meeting the
clinical objectives throughout the experience. Students will
use this clinical experience to develop and/or implement the
Capstone project. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 5
NSG - 514 Immersion: Clinical Practicum
This clinical immersion course provides the student with
the opportunity to expand clinical competency and begin
integration of the clinical nurse leader in a variety of clinical
settings. The student will demonstrate progressive compe-
tence and independence in meeting the course objectives
throughout the experience. Prerequisite: Successful comple-
tion of Terms 1 - 5 Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: Yes. Credit(s): 5
NSG - 515 Clin Project Implementation
This clinical course expands the student’s clinical compe-
tency & integrates the role of the Clinical Nurse Leader
in the clinical setting. The student will demonstrate CNL
competencies. Students will use this clinical experience
implement the Capstone project. Prerequisite: Successful
completion of Terms 1 - 5 Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 5
NSG - 517 Immersion: CNL Role Practicum
This clinical immersion course provides the post-licensure
student with the opportunity to integrate the role of the clini-
cal nurse leader in the areas of case management (5 weeks),
education (5 weeks), and CNL practice (5 weeks). This
practicum provides an opportunity to practice in the major
foci of the CNL role. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 5
NSG - 518 Palliative Care for Nursing
The purpose of the courses is to educate nursing students
about palliative care and its recognized growing needs in
healthcare. Students will learn to directly and/or indirectly
incorporate palliative care into their practice. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
NSG - 521 Organizational & Systems Leader
This course provides the student with an opportunity to
explore organizational and leadership theories, and analyze
the process of managing change. The eects of operational
and managerial processes on practice environments that
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
aect outcomes, quality, safety and cost eectiveness of
patient care are discussed. Ethical leadership principles and
role development underpin the course content. Clinical infor-
matics as a component of healthcare is integrated through-
out the course. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 522 Applied Epidemiology Biostats Nursing
This course develops students’ ability to apply epidemio-
logical and statistical concepts to guide evidence-based
practice in a dynamic health care environment at the micro
and mezzo level. Students use public data sources, data
management software and the published literature to
understand and address health concerns in populations,
and in evaluating economic evidence of health interventions
and programs. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 523 Research for Evidence-Based Practice
Students will develop an understanding of the research
process and how research evidence influences practice.
Students will identify appropriate practice questions and use
multiple methods and informatics to systematically obtain
sound evidence about practice questions. Students will
critically analyze and apply research evidence to improve
practice outcomes in culturally diverse populations. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 524 Health Promotion in Individuals & Clinical
Populations
Students will use theories and models to examine determi-
nants of health and to guide health promotion and illness/
injury prevention strategies and practice. Students will use
informatics to gather and evaluate health data, locate and
utilize evidence based practice strategies and evaluate qual-
ity of health information. Prerequisite: Applied Epidemiology
and Biostatistics for Nursing Practice Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 525 Health Assessment Across the Life Span
This course is designed to teach the didactic components
of a comprehensive history and physical examination of
individuals/families across the life span and the documenta-
tion of findings. The course provides a framework of critical
thinking based on careful collection of history and physical
findings and their systematic analysis. The course content
is organized around assessment of specific body systems
of individuals/families across the life span. Corequisite: NSG
525L, NSG 501 and NSG 501P Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: No. Credit(s): 2
NSG - 525L Health Assessment Across the Life Span Lab
This course is designed to teach the didactic components
of a comprehensive history and physical examination of
individuals/families across the life span and the documenta-
tion of findings. The course provides a framework of critical
thinking based on careful collection of history and physical
findings and their systematic analysis. The course content
is organized around assessment of specific body systems of
individuals/families across the life span. Successful comple-
tion of all preceding clinical courses Corequisite: Health
Assessment Across the Life Span Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: No. Credit(s): 1
NSG - 531 Advanced Pharmacology
This course covers the principles of pharmacokinetics and
pharmacodynamics. The course is designed to provide the
foundational knowledge requisite to understanding phar-
macotherapeutics. Prerequisite: Advanced Physiology or
Advanced Pathophysiology or Neonatal Pathophysiology
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 532 Advanced Physiology
This course covers selected aspects across the lifespan
of advanced cell biology and systems physiology that are
related to cellular homeostasis and viability in humans.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 533 Advanced Pathophysiology
This course incorporates scientific concepts, principles, and
theories into discussion of advanced pathophysiologic pro-
cesses across the life span. Pathophysiology is a combined
science that encompasses definition/classification, epide-
miology, risk factors, etiology, pathogenesis, and clinical
manifestations. The initial sections of the course cover basic
mechanisms of disease which are then integrated into sub-
sequent discussions of selected system-related disorders.
Learning activities and evaluation strategies are focused on
the development and assessment of critical thinking and
problem-solving in clinical scenarios to facilitate real-world
practice applications and prepare students for certification
exams. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 534 Major Psychopathological Disorders
This course will focus on the epidemiology, etiology, clinical
manifestation and treatment of selected psychopathologic
disorders across the life span. Emphasis will be placed on
assessment and interventions in a variety of settings. This
emphasis will also include the impact of culture on diagnosis
and treatment of selected disorders and a critical evaluation
of relevant research findings. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 535 Diagnostics for the APRN
This course prepares the advanced practice nursing student
to use, interpret, and implement laboratory and diagnostic
testing in the clinical setting for the use, interpretation,
and application of laboratory, diagnostic techniques and
procedures. With this information, the student will learn to
use critical thinking and decision making skills to interpret
laboratory and diagnostic testing results across the life span
Prerequisite: Advanced Pathophysiology and Advanced
Physiology Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 536 Principles of Case Management
This course is designed to provide an overview of the evolu-
tion and core principles of case management. Contemporary
case management models across the health care continuum
will be analyzed. Case management competencies will
be addressed. A major focus is to identify strategies that
promote appropriate clinical outcomes of care, coordination
of care, and cost-eicient utilization of resources using a
systems perspective. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
NSG - 537 Transition to the APRN Role
This course addresses issues relevant to APRN practice. It
focuses on models of APRN practice, ethical principles, reg-
ulation, quality outcomes, reimbursement, and professional
issues related to an APRN entering a first position in the cur-
rent marketplace. Prerequisite: Research for Evidence Based
Practice and Organizational & Systems Leadership Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 541 Chemistry & Physics in Anesthesia
Students will learn to apply the basic principles of chemistry
and physics in nurse anesthesia practice, and will review
medical math. The components of an anesthesia machine
will be analyzed and currently available monitoring devices
will be reviewed and compared. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 542 NRS Anesthesia Pharmacology
This course provides a comprehensive study of the pharma-
cokinetics and pharmacodynamics of drugs used in nurse
anesthesia practice. The interactions between anesthetic
agents and other pharmacological substances will be dis-
cussed. Learners will review the eects of the aging process
and its altered physiology on anesthesia pharmacology.
Corequisite: NSG 531 - Advanced Pharmacology. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 543A Anesthesia Princip I: Basic Princip
A solid foundation of basic knowledge is vital to nurse
anesthesia practice. This course provides a comprehensive
orientation to nurse anesthesia practice, facilitating incorpo-
ration of safe, basic, principles into the delivery of compe-
tent, responsible patient care. In the co-requisite practicum
course, there will be experiences that will allow the students
to begin to develop the general clinical skills in the prac-
tice of anthesia that will serve as the basis for subsequent
progression to a more advanced nurse anesthesia practice.
LT grade Prerequisite: NSG 541 - Chemistry and Physics for
Nurse Anesthesia; Corequisite: Nurse Anesthesia Practicum.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 543B Anesthesia Princip II: Adv Princip
This course is for the student who has a foundation in the
basic principles and practice for nurse anesthesia. During
this course, students learn anesthetic management prin-
ciples for surgical specialty areas. Important concepts to
master include the related anatomic, physiologic, patho-
physiologic & pharmacolologic principles for each of the
surgical specialty areas. LT grade Prerequisite: Anesthesia
Principles I, Anesthesia Pharmacology; Corequisite: Nurse
Anesthesia Clinical Practicum Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 543C Anesthesia Princip III Obstetric & Pediatric
This course provided essential content for nurse anes-
thesia care in the specialty areas of obstetric & pediatric
anesthesia. Learners will acquire knowledge related to the
preoperative assessment of obstetric & pediatric patients, as
well as the planning, implementation & evaluation of nurse
anesthesia care provided to obstetric & pediatric patients
undergoing diagnostic & surgical procedures. LT grade
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
Prerequisite: Nurse Anesthesia Principles I & II: Basic &
Advanced Principles of Nurse Anesthesia Care; Corequisite:
DNP Clinical Practicum Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
NSG - 546 Developmental Physiology Fetus/Neonates
This course is designed to provide the student with greater
depth of understanding of developmental physiology of the
fetus and neonate. Principles of growth and development,
genetics/teratogenesis, embryology, and maturation of
organ systems as related to critical periods of intrauterine
development, transition to extrauterine life, and through
early infancy will be covered. Adaptation to physiologic
stress and alterations from normal will also be discussed.
Prerequisite: Advanced Physiology Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 547 Neonatal Pathophysiology
This course provides a graduate level conceptual approach
to principles and content in neonatal pathophysiology
which form the scientific foundation for the development,
implementation, and evaluation of clinical therapeutics. It is
designed to provide the advanced practice nursing student
with an in depth analysis of advanced neonatal pathophysi-
ology. General and system specific concepts related to cau-
sation and clinical presentation of selected pathophysiologic
states will be discussed. Prototype diseases are used to
illustrate pathophysiologic concepts and assist the student
in applying these concepts systematically. Prerequisite:
Developmental Physiology of the Fetus/Neonates Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 548 Advanced Neonatal Physical Assessment
This course is designed to develop the student’s knowledge
of comprehensive physical assessment and the diagnosis
of physical findings in the premature and term neonate.
The central objective of the course is to emphasize the
importance of critical reasoning and clinical decision mak-
ing based on a thorough collection of history and physical
findings, accurate documentation and their systematic
analysis. The course content is organized around assess-
ment of specific body systems of the neonate. The neonate’s
presentation at birth is emphasized. Prerequisite: Advanced
Physiology (core), Neonatal Pathophysiology Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 549 Neonatal Pharmacotherapeutics
This course is designed to provide advanced practice nurs-
ing students with a working knowledge of the impact of
neonatal physiology on drug pharmacology. Building on the
student’s knowledge of pharmacokinetics and pharmacody-
namics, content includes the role and responsibilities of the
APN in prescribing medications, considerations in medica-
tion selection for the treatment of a variety of neonatal
conditions, diseases and disorders, as well as monitoring
the physiological responses to such interventions. Also
addressed are the eects of drugs during pregnancy and
lactation on the fetus and neonate Prerequisite: Advanced
Pharmacology (3) Prerequisite: Advanced Pharmacology
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 550A Neonatal Management I
This is the first of three sequential management courses
that provide the theoretical and practical knowledge for
the neonatal nurse practitioner to manage the health care
needs of the neonate at the highest level of nursing practice.
Course content focuses on the recognition and management
of common conditions aecting the newborn. Demonstrating
critical thinking and diagnostic reasoning skills in clini-
cal decision making, developing a plan of care based on
scientific evidence and practice guidelines, and instituting
evidence-based strategies to provide psychosocial sup-
port and education for the infant’s family are emphasized.
Prerequisite: Dev Phys of the Fetus/Neonates, Neonatal
Pathophysiology; Corequisite: Clinical Practicum Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 550B Neonatal Management II
This is the second of three sequential management courses
that provide the theoretical and practical knowledge for
the neonatal nurse practitioner to manage the health care
needs of the neonate at the highest level of nursing practice.
Course content focuses on the recognition and management
of acute conditions aecting the neonate/preterm infant.
Demonstrating critical thinking and diagnostic reasoning
skills in clinical decision making, developing a plan of care
based on scientific evidence and practice guidelines, and
instituting evidence-based strategies to provide psychoso-
cial support and education for the infant’s family are empha-
sized. Prerequisite: Neonatal Management I; Corequisite:
Clinical Practicum Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
NSG - 550C Neonatal Management III
This is the final of three sequential management courses
that provide the theoretical and practical knowledge for
the neonatal nurse practitioner to manage the health care
needs of the neonate at the highest level of nursing practice.
Course content focuses on the recognition and management
of life-threatening conditions aecting the neonate/pre-
term infant. Demonstrating critical thinking and diagnostic
reasoning skills in clinical decision making, developing a plan
of care based on scientific evidence and practice guide-
lines, and instituting evidence-based strategies to provide
psychosocial support and education for the infant’s fam-
ily are emphasized. Prerequisite: Neonatal Management II;
Corequisite: Clinical Practicum Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 551A Advanced Primary Care of the Child I
The course focus is on the development of pediatric clinical
judgment. A chronological approach is used to address pre-
ventative health care services and identification and man-
agement of common health problems in infants, children,
and adolescents. Prerequisite: Health Assessment across
the Life Span PNP and AC PNP Students Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 551B Advanced Primary Care of the Child II
The course content provides the theoretical basis for clinical
judgment and decision making skills for providing primary
care to ill children and their families. A systems approach
is used to focus on assessment and management of acute
and common health problems. The is the second course in
the three course series in the PNP management sequence
Prerequisite: Advanced Primary Care of the child l Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 551C Advanced Primary Care of the Child III
The course enhances clinical judgment and decision making
skills required in providing primary care to children with
complex physical and psychosocial needs due infectious
disease, genetics and environmental conditions. A systems
approach is used to focus on assessment and management
of complex health problems. This is the third class in a three
part series. Prerequisite: Advanced Primary Care of the
Child ll Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 556 Appl Pharmacology: Pediatrics
In this course, pediatric advanced practice students apply
a systematic process for therapeutic prescription plans
for selected common acute and chronic health conditions.
Prerequisite: Advanced Pharmacology. Co: Adv Primary Care
of the Child I Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 557A Pediatric Acute Care I
The course content provides the theoretical basis for clinical
judgment, decision-making, and procedural skills for deliver-
ing complex acute, critical, and chronic health care to ill or
injured children and their families. Recognition and man-
agement of emerging health crises and organ dysfunction
by systems are emphasized. Part one of a two-part series.
Prerequisite: Advanced Primary Care of the Child I or equiva-
lent; Corequisite: Clinical Practicum Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 557B Pediatric Acute Care II
The course content provides the theoretical basis for clinical
judgment, decision-making and procedural skills for deliver-
ing complex acute, critical, and chronic health care to ill or
injured children and their families. Recognition and manage-
ment of the injured child and transitions in care are empha-
sized. This is part two of a two-part series. Prerequisite:
Pediatric Acute Care I; Corequisite: Clinical Practicum Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 565 Public Health Systems & the APHN Role
Students will examine ethical, economic, financial and role
issues relevant to community and public health care. The
focus will be on helping students gain knowledge, tools,
and experience to understand community-based and public
health care organizations, their roles and functions within
the US Health Care System, and the advanced nursing role
in these organizations. Prerequisite: Healthcare Economics,
Policy, Finance (NSG 602); Leadership in Evolving Healthcare
Environments (NSG 600); Applied Epidemiology and
Biostatistics for Nursing Practice (NSG 522) Corequisite: 1-3
credit hr NSG 606 Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
NSG - 566 Population Assessment & Health Promotion
Frameworks
This is the first of two sequential courses in population
assessment and intervention planning. The course focuses on
an application of the concepts and methods for conducting
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
an in depth assessment of health status among popula-
tions, which serves as the foundation for the health planning
process. Principles of epidemiology and assessment frame-
works are applied in analyzing population and organizational
level data to provide understanding of population needs
and resources. Students examine health promotion frame-
works in relation to eective approaches to guiding popula-
tion level interventions Prerequisite: Applied Epidemiology
and Biostatistics (NSG 522), Research for Evidence Based
Practice (NSG 523); Prerequisite or corequisite for APHN
and Pop Health MSN-DNP students: Public Health Systems
& APHN Role (NSG 565), 1-3 credit hours NSG 606 Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 567 Population Intervention Planning,
Implementation & Evaluation
This is the second of two sequential courses in population*
health assessment and program/intervention planning.
The course is organized around planning as a method of
decision-making. Various theoretical frameworks are applied
to the development of a plan to meet the health needs of
selected populations at-risk, based on an in-depth popula-
tion assessment. Formulation of implementation strategies
and evaluation schemes for sustainable program/interven-
tion development are discussed. Emphasis is on imple-
mentation and evaluation methods for innovative nursing
practice with communities/populations. *For the purposes
of this course, the term population is defined to include
the traditional public health population and clinical popula-
tions/aggregates. Prerequisite: Population Assessment and
Health Promotion Frameworks (NSG 566); Corequisite: 1-3
hours NSG 606 specialty practicum for APHN and Poplead
students only: Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 568 Environmental Health
This course provides an overview of the core principles in
environmental health. Emphasis is on application of basic
concepts to address specific environmental hazards that
aect the health of individuals and populations. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 569 Maternal Child Mgt for FNP
This course addresses the diagnosis and management of 1)
common acute and chronic health care problems in children
from infancy through adolescence and 2) pregnancy and
fertility issues for women of child-bearing age. Prevention,
screening, diagnosis, treatment, and counseling of these
patients and their families form the framework for students
to refine evidence-based clinical decision-making and
reasoning skills. Quality, cost-eectiveness and safety are
integrated in the development of patient-centered manage-
ment plans. Prerequisite: Health Assessment across the Life
Span, Diagnostics for the Advanced Practice Nurse, and
Pharmatherapeutics in Primary Care; Corequisite: Practicum
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 570A Pharmacotherapeutics Acute Care
Course provides the advanced practice nurse with knowl-
edge of pharmacotherapeutics for common acute and
chronic health conditions across the life span according to
specialty area of practice. Building on the student’s knowl-
edge of pharmacokinetics and pharmacodynamics, content
includes medications used for the diagnosis and treatment
of a variety of physical and psychiatric disorders and moni-
toring the physical, behavioral and psychiatric responses to
such interventions. The course is oered in sections accord-
ing to specialty area of practice. Prerequisite: Advanced
Pharmacology Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 570B Pharmacotherapeutics Primary Care
Course provides the advanced practice nurse with knowl-
edge of pharmacotherapeutics for common acute and
chronic health conditions across the life span according to
specialty area of practice. Building on the student’s knowl-
edge of pharmacokinetics and pharmacodynamics, content
includes medications used for the diagnosis and treatment
of a variety of physical and psychiatric disorders and moni-
toring the physical, behavioral and psychiatric responses to
such interventions. The course is oered in sections accord-
ing to specialty area of practice. Prerequisite: Advanced
Pharmacology Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 571A Management: Adult/Gerontology I
This course addresses the diagnosis and management of
selected common acute and chronic health care problems
in the late adolescent through older adult populations.
Prevention, screening, diagnosis, treatment, and counsel-
ing adult patients form the framework for students to refine
evidenced-based clinical decision-making and reasoning
skills. Quality, cost-eectiveness and safety are integrated
in the development of patient-centered management plans.
The major focus of this course is: cardiovascular, pulmonary,
endocrine, women’s health problems and gerontological con-
siderations. Prerequisite: Pharmacotherapeutics, and Health
Assessment across the Life Span (Specialty); Corequisite:
Clinical Practicum Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 571B Management: Adult/Gerontology II
This course addresses the diagnosis and management of
selected common acute and chronic health care problems
in the late adolescent through older adult populations.
Prevention, screening, diagnosis, treatment, and counsel-
ing adult patients form the framework for students to refine
evidenced-based clinical decision-making and reasoning
skills. Quality, cost-eectiveness and safety are integrated in
the development of patient-centered management plans. The
focus of this course is: neurological, sensory, musculoskel-
etal, dermatological, psychiatric, oncological, women’s health
problems, and gerontological considerations. Prerequisite:
Management: Adult/ Gerontology I; Corequisite: Clinical
Practicum Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 571C Mgt: Adult/Ger Acute & Critical Illness I
This course addresses the diagnosis and management of
selected acute, chronic, and critical health care problems
in the late adolescent (16 years) through older adult popu-
lations. Prevention, screening, diagnosis, treatment, and
counseling adult patients form the framework for students
to refine evidence-based clinical decision-making and
reasoning skills. Quality, cost-eectiveness and safety are
integrated in the development of patient-centered manage-
ment plans. Prerequisite: Management: Adult/Gerontology
I and II, Pharmacotherapeutics for Acute Care; Corequisite:
Clinical Practicum Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 4
NSG - 571D Mgt: Adult/Ger Acute & Critical Illness II
This is the third clinical management course that focuses on
the advanced management of the critically ill adult patient.
This course addresses the synthesis of critical illness man-
agement. NSG-570A, NSG-571A and NSG-571C NSG-605 and
NSG-607 Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
NSG - 572 Quality & Safety for the Aging Adult
This course prepares nurse leaders to create a culture of
quality improvement and patient safety for the aging adult.
Current models of quality & patient safety are evaluated
in the context of national trends & healthcare priorities.
The essential role of interprofessional teams as a mecha-
nism to improve quality & patient safety is addressed.
LT Prerequisite: Research for Evidence- Based Practice,
Organizational and Systems Leadership; Corequisite: Health
Promotion in Individual and Clinical Populations, Leadership
in Evolving Healthcare Environments Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 575 Psychopharmacology
This course is designed to provide advanced practice nurs-
ing students with knowledge of pharmacotherapeutics for
common acute and chronic health conditions across the life
span. It will also prepare PHMNP students to use, interpret
and apply appropriate laboratory diagnostic procedures to
the use of medications to treat a variety of psychological and
psychiatric disorders. Building on the student’s knowledge
of pharmacokinetics and pharmacotherapeutics, content
includes medications used for the diagnosis and treatment
of a variety of psychological and psychiatric disorders and
monitoring the physiological, psychiatric and behavioral
responses to these interventions Prerequisite: Advanced
Pharmacology, Neuropathophysiology Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 576 Neuropathophysiology: Life Span Approach
This course is designed to provide advanced practice nurs-
ing students with knowledge of the essential neuropatho-
physiology of mental illness, across the life span. Building
on the basics of cell physiology and neural transmission,
this course focuses on the neurobiology of select serious
mental illnesses. There is emphasis throughout on the neural
structures and functions thought to be implicated in symp-
tom presentation and disease progression of select serious
mental illnesses. Prerequisite: Adv Pathophysiology Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 577A Diagnostics & Management I: Psychiatric
Assessment Across Life Span
This course will focus on the methods for gathering per-
tinent data in order to conduct a psychiatric assessment,
arrive at a dierential diagnosis and make appropriate
treatment recommendations with clients across the life
span demonstrating psychiatric symptoms. Prerequisite:
Psychopharmacology; Corequisite: Practicum or with permis-
sion from Instructor Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
NSG - 577B Diagnostics & Management II: Evidence Based
Treatment
The theoretical basis for psychotherapeutic nursing interven-
tions across the life span is examined. Cognitive treatment
and evidence based therapy techniques receive particular
emphasis. Management of common psychiatric disorders
via clinical practice guidelines is a third course thread.
Prerequisite: Diagnostics and Management I: Psychiatric
Assessment across the Life Span; Corequisite: Practicum or
with permission of instructor Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 577C Diagn Mgt III: Group Therapy and Complex
Care
This course has three foci: in depth analysis of theory
and research as a basis for the clinical practice of group
psychotherapy; exploration of the mental health recov-
ery paradigm, and finally, the assessment, planning and
intervention in complex care of individuals with co-morbid
substance use and medical conditions Prerequisite: Major
Psychopathological Disorder; Corequisite: Clinical Practicum
or with approval of instructor Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 578 Interprofessional Cultural Competency Via
Community Based Service
This interprofessional course is designed to provide stu-
dents across the disciplines with the knowledge and skills
to provide care within diverse populations and communities.
Students will examine personal attitudes and beliefs as they
relate to cultural competency and will develop and implement
a service learning project in conjunction with and the needs
of the community setting in which they are placed; they will
reflect on their experiences as they examine their personal
beliefs, values, and views, as well as their experiences inter-
acting with each other and their community partners. LT
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
NSG - 600 Leadership in Evolving Health Care Environment
This course guides students in explorations of leadership in
evolving health care environments. Students complete an
assessment and analysis of their leadership style. Leadership
trends, styles, and competencies are applied to specific
leadership scenarios and challenges. In addition, students
develop a leadership e-portfolio including a vision state-
ment, goals, and specific strategies for attaining these goals.
Prerequisite: NSG 521 Organizational & Systems Leadership
(for BSN-DNP APRN students only) Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 602 Health Care Economics, Policy, Finance
This course will examine current trends in healthcare policy
and economics and their impact on financing and care deliv-
ery in the US. Using informatics as a tool, costs associated
with specific health care delivery systems will be analyzed at
the organizational level. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
NSG - 604A DNP Project Planning I
This course is the first of three consecutive one hour
seminars. Each seminar focuses on a specific aspect of
planning for implementation and evaluation related to a
significant project that impacts at least one of the Institute
of Medicine’s six aims: health care safety, eectiveness,
patient-centeredness, timeliness, eiciency, or equity. The
focus of this course is on the project problem statement,
review of related literature, and application of a planning
model. Students are guided by their DNP project in the
development of their project/capstone proposal and in
the integration of core content obtained throughout the
DNP program. Upon completion of this series of seminars,
the student will have developed and received the required
approvals on a project proposal and submitted necessary
Institutional Review Board requirements. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
NSG - 604B DNP Project Planning II
This course is the second of three consecutive one hour
seminars. Each seminar focuses on a specific aspect of
planning for implementation and evaluation related to a
significant project that impacts at least one of the Institute
of Medicine’s six aims: health care safety, eectiveness,
patient-centeredness, timeliness, eiciency, or equity.
The focus of this course is on the project evaluation and
resource needs. Students are guided by their DNP proj-
ect adviser in the development of their project/capstone
proposal and in the integration of core content obtained
throughout the DNP program. Upon completion of this series
of seminars, the student will have developed and received
the required approvals on a project proposal and submitted
necessary Institutional Review Board requirements. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
NSG - 604C DNP Project Planning III
This course is the third of three consecutive one hour
seminars. Each seminar focuses on a specific aspect of
planning for implementation and evaluation related to a sig-
nificant project that impacts at least one of the Institute of
Medicine’s six aims: health care safety, eectiveness, patient-
centeredness, timeliness, eiciency, or equity. Students are
guided by their DNP project in the development of their proj-
ect/capstone proposal and in the integration of core content
obtained throughout the DNP program. Upon completion of
this course, the student will have developed and received the
required approvals on a project proposal and submitted nec-
essary Institutional Review Board requirements. Prerequisite
or corequisite: DNP Project Planning II Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
NSG - 604D DNP Project Planning II & III
The seminar focuses on specific aspects of planning for
implementation & evaluation related to a significant project
that impacts at least one of the Institute of Medicine’s six
aims: health care safety, eectiveness, patient-centeredness,
timeliness, eiciency, or equity. Students are guided by their
DNP project adviser in the development of their project
proposal and in the integration of core content obtained
throughout the DNP program. Upon completion of this
course, the students will understand project evaluation and
resource needs and will have developed and received the
required approvals on a project proposal and submitted
necessary Institutional Review Board requirements. PF grade
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 2
NSG - 605 DNP Project
The DNP Project provides students with a faculty guided
experience in the application of advanced clinical practice
and systems level knowledge and skill in a practice setting.
The project represents a synthesis of knowledge gained in all
previous coursework and involves development, implementa-
tion, and evaluation of a process for change in health care
delivery for individuals, groups, or populations. The project
should be of such a nature that it serves as a foundation for
future scholarship. The student’s chosen program of study
will inform the scope and complexity of practice change for
the project. This course is taken during the term students
intend to do their public presentation. Dependent on pro-
gram. P/N grading. (2) Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
NSG - 606 DNP Specialty Practicum
Practica are planned conjointly by the student and faculty
member. The minimum number of hours of practica may be
determined by the specialty specific credentialing body and
DNP requirements and may vary across specialty programs.
Clinical conference is included. Dependent on program. P/N
grading. (Variable) Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 1-12
NSG - 607 DNP Immersion Residency
This course is designed to provide advanced nursing prac-
tice students with an opportunity to achieve specialty com-
petence at the DNP level. The experience is accomplished
under the guidance of an approved preceptor/facilitator.
The minimum number of clock hours of residency may be
determined by the specialty specific credentialing body and
DNP requirements and may vary across specialty programs.
Dependent on program. P/N grading. (Variable) Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 1-14
NSG - 608 Program Evaluation
This course provides students with the information and
tools needed to strategically evaluate change initiatives and
outcomes in practice and health care environments.
Prerequisites: NSG-522 and NSG-523.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 609A DNP Project Practicum A
This course is the first of a series of three DNP project
practicum courses focused on providing students with expe-
rience in the application of advanced nursing practice and
systems level knowledge in a healthcare setting.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
NSG - 609B DNP Project Practicum B
This course is the second in a series of three DNP project
practicum courses focused on providing students with expe-
rience in the application of advanced nursing practice and
systems level knowledge in a healthcare setting.
Prerequisite: NSG-609A.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
NSG - 609C DNP Project Practicum C
This course is the final in a series of three DNP project
practicum courses focused on providing students with
experience in the application of advanced nursing prac-
tice and systems level knowledge in a healthcare setting.
Prerequisite: NSG-609B. (1)
Prerequisite: NSG-609B.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
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NSG - 610 DNP Project Planning and Implementation
This course examines implementation science theories,
models and frameworks intended to improve health care
quality. Complex factors that influence an eective and sus-
tainable implementation initiative will be analyzed through
critique of research in the field. This course provides
students with the information and tools required to plan a
strategy that evaluates and/or improves quality and patient
safety in complex healthcare environments. Prerequisites:
NSG-521, NSG-522, NSG-523, and NSG-602 (for BSN-DNP
students); LT & P/N grading. (3) Prerequisites: NSG-521,
NSG-522, NSG-523 Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
NSG - 611 Financial & Business Concepts
This course will enable students to understand, apply, and
communicate the concepts required for eective financial
planning, decision making, and management in healthcare
programs and organizations. The long-term financial impact
of practice changes will be assessed at the organizational
level. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 612 Appl Organiz Analysis/Mgt HR
This course focuses on the structure and function of organi-
zations. The elements of organizational features, culture and
human talent, and the influence on outcomes are explored.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 613 Data and Decision Making for Strategic
Outcomes Management
This course focuses on acquiring and demonstrating the
skills to eectively utilize data for health care decision
making based on the process of outcomes management.
Students will acquire and demonstrate the skills to eec-
tively utilize data to change health care environments, to
formulate an outcomes management plan, and to evaluate
aspects of the outcomes management process. Prerequisite:
Masters level statistics, NSG 603 Eective Project Planning,
Implementation and Evaluation OR Prerequisite or corequi-
site: NSG 566 Population Assessment and Health Promotion
Frameworks Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 614 The Leader and Policy, Politics, Power & Ethics
This course will prepare nursing leaders to analyze and
influence health policy environments. The student will learn
to apply methods of policy analysis to policies of relevance
to their practice settings, and to use the results to advocate
for populations and organizations/systems. The student
will learn methods for evaluating policy outcomes and
how to design interventions to influence policymaking and
intervention implementation. Applying these skills in an
organizational context will enhance the policy process, as
well as help leaders to assist their organizations to respond
to policy opportunities and threats. Prerequisite: Research
for Evidence-Based Practice for BSN-DNP students (NSG
523); Healthcare Economics, Policy and Finance (NSG 602).
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
NSG - 615 DNP Project Proposal Seminar
This seminar focuses on the development of the DNP
proposal. Students are guided by their DNP project in the
development of their project proposal and in the integra-
tion of core content obtained throughout the DNP program.
Upon completion of this seminar, the student will have
developed and received the required approvals on a project
proposal and presentation and will have submitted neces-
sary Institutional Review Board requirements.
Prerequisites: NSG-608 and NSG-610 OR NSG-566 and
NSG-567.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 2
NSG - 616 Advanced Nurse Leadership
In this course, the student develops advanced leader-
ship skills as described in the American Organization of
Nurse Executives Executive Nurse Competencies. Didactic
modules concentrate on executive nurse role development,
advanced skills in communication and relationship manage-
ment, and leading interprofessional teams. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 625 Advanced Health Assessment - APRN Across
Life Span
This course is designed to enhance the advanced practice
nursing student’s knowledge of a history and physical exami-
nation and the diagnosis of physical findings of individuals
across the life span. The course introduces the student to
clinical problem solving through a series of lectures, case
presentations and class discussion. This course emphasizes
the importance of the careful collection of data by history
and physical examination and their systematic analysis. The
content of the course is organized around the health assess-
ment of specific body systems and provides a framework of
critical thinking and development of dierential diagnosis.
Prerequisite: NSG-533 Corequisite: NSG-625L Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
NSG - 625L Advanced Health Assessment - A PRN: Lab
In this course, students will develop skills needed to conduct
a comprehensive history and physical examination of indi-
viduals across the life span and document the findings. The
course provides a framework of critical thinking based on
careful collection of history and physical findings and their
systematic analysis. The course content is organized around
advanced health assessment of specific body systems of
individuals across the life span. Prerequisite: Licensure as
an RN, successful completion of an Undergraduate Physical
Assessment course, completion of Advanced Physiology and
Advanced Pathophysiology; Corequisite: Health Assessment
Across the Life Span. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
NSG - 675 Literature Synthesis Approach
This doctoral-level course examines aspects pertinent to
synthesizing the literature in the form of integrative and sys-
tematic literature reviews. Content emphasizes the principles
of a literature review, including the review question, review
protocol, search strategies, data extraction and synthesis.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
NSG - 679 Evidence-Based Teaching in Health Professions
Focus is on essential components of health profession’s
education including learning theories and evidence-based
methods of facilitating and assessing learning. Course and
curriculum design are examined, and course, program and
institutional evaluation are reviewed. The tripartite fac-
ulty role is explored with an emphasis on the scholarship
of teaching and the faculty member’s responsibilities to
professional and institutional service and leadership. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 680 Understanding Sci Paradigms
This course will provide students with a foundation in rele-
vant philosophies of science that have influenced knowledge
development and scientific inquiry in nursing. The learner
will examine how philosophies of science have influenced
the development of knowledge and will analyze a concept
embedded within a particular context or phenomenon of
interest. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NSG - 681 Understanding Theoretical Framework Deve
This course provides the learners with the opportunity to
develop or expand a theoretical framework that will guide
their Advanced Clinical Research Practicum (ACRP) and their
dissertation research. Integration of the literature is empha-
sized. Prerequisite: Understanding Scientific Paradigms
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
NSG - 683 Ethical Conduct - Research Setting
This course provides the student with an in-depth exami-
nation of the ethical principles that guide the conduct of
responsible research. These principles will be examined
in the context of current, historical, and future scientific
achievements. Prerequisite: Enrollment in the PhD Nursing
Program or approval by course director Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 684 Intermediate Statistics
This course develops student’s knowledge of the application
of database management principles and intermediate statis-
tical principles in health care research. (3) Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 685 Multivariate Statistics
This course develops student’s knowledge of the applica-
tion of multivariate statistical principles in health care
research. LT Prerequisite: Graduate Statistics OR Applied
Epidemiology & Biostatistics for Nursing Practice and
Intermediate Statistics Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
NSG - 686 The Research Process: Quantitative Design &
Methods Part I
This course promotes the development, integration, and
application of the knowledge, attitudes, and skills required to
function as a clinical scientist. This courses provides an over-
view of the research process and a brief history of clinical
research within the context of current issues and trends in
healthcare. The research literature serves as the foundation
for examining research problems, developing problem state-
ments, and conceptualizing research questions. Finally, theo-
retical and conceptual frameworks ground and enrich the
research process as students explore appropriate samples
and sampling designs. Prerequisite: Enrollment in the PhD
Nursing Program and Applied Epidimioloy & Biostatistics for
Nursing Practice OR 4 hours of Graduate Statistics Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
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NSG - 687 Research Process: Quan Dsgn/Mth II
This course is the second in a series of three doctoral level
research courses that promote the development, integra-
tion, and application of the knowledge, attitudes, and skills
required to function as an independent clinical researcher.
The course will include research design, measurement, instru-
ment development, intervention fidelity, data management,
cross-cultural issues and research translation. Emphasis is
on the critical appraisal of selected research designs and
measurement strategies relevant to quantitative research.
Prerequisite: The Research Process: Quantitative Design &
Methods Part I Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NSG - 688 The Research Process: Qualitative Design &
Methods
This course will focus on the design, conduct and dissemina-
tion of qualitative research. Emphasis will be on the critical
appraisal of qualitative research methodologies, data analysis,
and analysis and interpretation of findings. Prerequisite:
Understanding Scientific Paradigms Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NSG - 690 Grantsmanship
This course examines grant writing and review skills. Content
focuses on grant mechanisms, strategies, format, and the
review process. Guidelines address writing particular NIH
grant sections including specific aims and research approach,
human subjects, budget, personnel, and supporting materi-
als. Prerequisite for CON: NSG 681, NSG 687, and NSG 681; for
RHSM: HSC 610 , HSC 611 , HSC 612 , and HSC 622 Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
NSG - 691 ACRP
Encompasses a minimum of 8 credit hours of advanced clini-
cal research in which the student completes and publicly
defends the first two manuscripts of the three-manuscript
dissertation. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 1-12
NSG - 699 Dissertation Research
The student contracts with faculty members and the
Associate Dean for Academic Aairs for independent
research. The doctoral candidate must be enrolled for at least
three quarter hours each quarter or until the dissertation has
been defended. The successful dissertation defense consti-
tutes a submitted paper and verbal defense. Retake Counts
for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 2-4
NSG - 900A Independent Study
Student contracts with faculty member to complete an
academic independent study in a selected area of nursing
content. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 1-9
NSG - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to all stu-
dents admitted or re-admitted for Fall 2015 or later. Doctoral
students should follow program requirements for continuous
enrollment and degree completion. Students who have not
completed their degree requirements are required to maintain
Continuous Enrollment through the College of their program
until the degree is earned. Continuous Enrollment courses
are graduate level courses set up by departments at Rush
University for students who need to remain actively enrolled
in the University while they finish their graduate work. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 1
NTR - 604 Core Concepts of Health and Wellness
This course provides students with a holistic overview of the
multi-faceted dimensions of health and wellness across the
life span. The seven dimensions of health: physical, social,
intellectual, emotional, occupational, spiritual, and environ-
mental are explored within the context of a wellness lifestyle.
They will also learn about aligning client needs and wants with
best practice program design, implementation, and evaluation
for successful results. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
NTR - 605 Sports Nutrition
This course will provide an in-depth analysis of advanced
human metabolism and energy systems, including the evalu-
ation of controversial nutrition practices that may influence
metabolism and physical performance. Retake course for
credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
NTR - 606 Critical Analysis Multimedia
This course will examine multimedia sources featuring nutri-
tion and healthcare content. It will critically evaluate the
nutrition-related messages that may influence individual,
behavioral, and societal beliefs about diet and health. Retake
course for credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
NTR - 611 Advanced Nutrition Care I
This course will integrate evidence-based practice and
current nutrition theory in prevention and nutritional man-
agement of obesity, diabetes and cardiovascular disease.
Participants will review the pathophysiology and epidemiol-
ogy of disease, examine evidenced-based nutrition-related
recommendations for disease prevention, evaluate the
research evidence supporting various nutritional approaches
for treating disease, and identify dierences in disease
management by race/ethnicity. Prerequisite course: NSG
533 Advanced Pathophysiology or permission of instruc-
tor. Prerequisite courses: None or permission of instruc-
tor. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NTR - 612 Advanced Nutrition Care II
This course will integrate evidence-based practice and
current nutrition theory in prevention and nutritional
management of cancer, renal disease, gastrointestinal
disease, and pulmonary disease. Participants will review
the pathophysiology and epidemiology of disease, examine
evidenced-based nutrition-related recommendations for
disease prevention, evaluate the research evidence support-
ing various nutritional approaches for treating disease, and
identify dierences in disease management by race/ethnic-
ity. Prerequisite courses: None or permission of instruc-
tor. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NTR - 613 Advanced Nutrition Care III
This course will review evidence-based practice and current
nutrition theory for critically ill patients in the intensive care
unit (ICU). Participants will discussion alterations in energy
metabolism, regulation of macronutrients during critical ill-
ness, electrolyte management, acid-base balance, influence
of underlying chronic disease on the acute phase response,
and examine evidenced-based nutrition-related recommen-
dations for the use of enteral and parenteral nutrition in ICU-
related illnesses. Prerequisite courses: NTR 612 Advanced
Nutrition Care II or permission of instructor. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
NTR - 613L Advanced Nutrition Care III Lab
This course will integrate the clinical components of evi-
dence-based practice and current nutrition theory for criti-
cally ill patients in the intensive care unit (ICU). Participants
will demonstrate nutrition support management of altered
energy and macronutrient metabolism and monitor elec-
trolyte and acid-base balance. Evidenced-based nutrition-
related recommendations will be examined for the use of
enteral and parenteral nutrition in ICU-related illnesses.
Co-enroll in NTR 613 for MS degree students. Prerequisite
courses: None or permission of instructor. Prerequisite
courses: None or permission of instructor. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
NTR - 615 Community Nutrition: A Policy Perspective
This course will explore the importance of community nutri-
tion programs on the overall health and well-being of diverse
populations. It will detail the necessary steps to planning,
implementing, and evaluating community nutrition pro-
grams, as well as discuss the policy implications of commu-
nity-based nutrition programing and research. Retake course
for credit: No. Pass/no pass grading allowed: No. Credit(s): 3
NTR - 621 Regulation of Macronutrients and Energy
Metabolism in Human Nutrition
This course will integrate biochemical and molecular
nutrition, emphasizing regulation of dietary carbohydrate,
lipid, and protein metabolism and their relation to health.
Regulation of energy metabolism as it relates to energy
and nutrient intake will be discussed. Recent research and
evidence-based nutrition recommendations will be incorpo-
rated. Prerequisite courses: none or permission of instruc-
tor. Prerequisite courses: None or permission of instructor.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
NTR - 622 Micronutrient, Phytochemicals and Dietary
Supplements in Nutrition
This advanced course in human nutrition will explore the
role of micronutrients, phytochemicals, dietary supplements
in metabolism and health maintenance. Dierences in these
processes across the life span and research to support this
will be discussed in the context of the Dietary Reference
Intakes. Prerequisite courses: None or permission of instruc-
tor. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
NTR - 623 Maternal and Infant Nutrition
This advanced course will explore the relation among
nutrition, growth, development and health issues/concerns
such as maternal obesity and feeding/eating disorders of
infants from birth to 24 months, with an emphasis on criti-
cal time periods. Pregnancy and lactation periods will be
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
included as well as the vital role of families and agencies in
nutritional care. Evidence based research to support these
issues will be studied. Prerequisite courses: none or permis-
sion of instructor. Prerequisite courses: None or permission
of instructor. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
NTR - 641 Leadership and Management in Dietetics
This advanced course in leadership will explore theories
of leadership with the focus on practices and principles
related to developing leadership behaviors and competen-
cies. Advanced practices and principles related to manage-
ment of food and nutrition services in healthcare operations
will be explored. Prerequisite courses: none or permission
of instructor. Prerequisite courses: none or permission
of instructor. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
NTR - 650 Supervised Experience in Food Systems
Management I
Students function as members of the management team
in the foodservice units of the medical center. Through
increasingly complex learning experiences, students are
expected to develop competence as an entry-level practi-
tioner in food systems management. Enrollment is limited
to Clinical Nutrition MS/DI students. Prerequisite: None or
permission of instructor. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 6
NTR - 651 Supervised Experience in Clinical Nutrition I
Students will provide nutrition assessment, diagnosis, inter-
vention, monitoring and evaluation to individuals of varying
ages, backgrounds and cultures across the continuum of
care. Students will function as members of the health care
team with increasingly complex learning experiences and
clinical responsibilities. Students will also provide nutri-
tion care and education to individuals. Enrollment is linted
to Clinical Nutrition MS/DI students. Prerequisite: None or
instructor permission. Retake Counts for Credit: Yes. Pass/
No Pass Grading Allowed: No. Credit(s): 6
NTR - 652 Supervised Experience in Clinical Nutrition II
Students will provide nutrition assessment, diagnosis, inter-
vention, monitoring and evaluation to individuals of varying
ages, backgrounds and cultures across the continuum of
care. Students will function as members of the health care
team with increasingly complex learning experiences and
clinical responsibilities. Students will also provide nutrition
care and education to individuals. Enrollment is linted to
Clinical Nutrition MS/DI students. Prerequisite: None or per-
mission of instructor. Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: No. Credit(s): 6
NTR - 653 Supervised Experience in Clinical Nutrition III
Students will provide nutrition assessment, diagnosis, inter-
vention, monitoring and evaluation to individuals of varying
ages, backgrounds and cultures across the continuum of
care. Students will function as members of the health care
team with increasingly complex learning experiences and
clinical responsibilities. Students will also provide nutrition
care and education to individuals and groups. Enrollment
is limited to Clinical Nutrition MS/DI students. Prerequisite
courses: None or permission of instructor. Retake Counts
for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 6
NTR - 654 Supervised Experience in Clinical Nutrition IV
Students will provide nutrition assessment, diagnosis, inter-
vention, monitoring and evaluation to individuals of varying
ages, backgrounds and cultures across the continuum of
care. Students will function as members of the health care
team with increasingly complex learning experiences and
clinical responsibilities. Students will also provide nutri-
tion care and education to individuals and groups in the
community. Enrollment is limited to Clinical Nutrition MS/
DI students. Prerequisite courses: None or permission of
instructor. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 6
NTR - 655 Management Project
The course will focus on advanced practices and principles
related to management of food and nutrition services in
health care operations. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
NTR - 682 Research Methods Application and Special
Topics in Clinical Nutrition
This course is a supplement to the research methods CHS
610 course. The focus is on applying the concepts intro-
duced in CHS 610 to assist in the development of a mini
research proposal. Special topics not covered in CHS 610 will
also be introduced. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
NTR - 691 Nutrition Epidemiology
The course will develop students’ ability to apply epide-
miological concepts that guide evidence-based nutrition
policy including the Dietary Guidelines for Americans and
other federal programs developed in dynamic health care
environments. Students will use public use data sources,
SPSS software and published literature to address nutri-
tion health concerns of population groups. Prerequisites:
CHS 501 Introduction to Biostatistics, CHS 502 Research
Methods or permission of instructor. Prerequisite courses:
CHS 501 Introduction to Biostatistics, CHS 502 Research
Methods or permission of instructor. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
NTR - 692 Seminar in Clinical Nutrition
In this course, students will examine the evidence about a
key nutrition topic that is controversial or novel that has
been identified by the course instructor, critically analyze
the literature and summarize the evidence for faculty and
fellow students in an oral presentation. Finally the student
will be able to identify how to apply this new content in
clinical practice. Prerequisite courses: none or permission
of instructor Prerequisite courses: None or permission
of instructor. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 1
NTR - 695 Journal Club in Clinical Nutrition
Students will present a key nutrition article identified by the
course instructor or suggested by another faculty. The goal
will be to critically analyze the findings presented, discuss
the strength of the design, the weaknesses, summariz-
ing the take-away points for faculty and fellow students
in an oral presentation. Finally, the student will be able to
describe whether such content may be applied to clinical
practice. Retake course for credit: No. Pass/No pass grading
allowed: No. Credit(s): 1
NTR - 696 Master’s Research Project
Under faculty supervision, student prepares and presents
a Master’s research project. The student will select and
analyze a specific clinical or research question. Completion
of the project includes a professionally written paper and
a presentation. Retake course for credit: Yes. Pass/no pass
grading allowed: No. Credit(s): 1-3
NTR - 698 Thesis
Under faculty supervision, student prepares and presents a
research thesis. Emphasis is on a review of current research
literature and appropriate research design and methods in
support of research objectives. Prerequisite courses: None
or permission of instructor. Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: No. Credit(s): 1-6
NTR - 900 Independent Study
This course will provide students the opportunity to perform
independent work on a project under faculty supervision.
The project may involve nutrition-related data collection,
entry, and analysis or preparation of a paper or presentation.
Nutrition topics may include, but not be limited to, metabo-
lism, medical nutrition therapy, community nutrition, or food
service management. Prerequisite courses: none or permis-
sion of instructor. Prerequisite: Instructor approval. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 1-3
NTR - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to all
students admitted or re-admitted for Fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students who
have not completed their degree requirements are required
to maintain Continuous Enrollment through the College
of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
OBG - EXM Obstetrics/Gynecology Exam Remediation
Remediation of course examination. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 6
OBG - REM Obstetrics/Gynecology Clinical Remediation
Remediation of clinical weeks. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 6
OBG - 7EI Obstetrics/Gynecology Individualized Elective
Students may receive credit for an individually arranged
elective with a Rush faculty member. In order to receive
credit for such a rotation, the person to whom the student
will be responsible must write a letter stating the student’s
activities, responsibilities, amount of supervision, and spe-
cific dates of the rotation. The sponsoring faculty member
must complete an evaluation of the student’s performance
at the conclusion of the elective. Students must submit a
proposal to the Oice of Clinical Curriculum for approval at
least eight weeks before the rotation and must have writ-
ten approval from the Assistant Dean of Clinical Education
before beginning the rotation. Students may receive four
weeks of credit for an individually arranged elective. Credit
for a maximum of only one individually arranged elective
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
will count toward graduation requirements. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
OBG - 703 Core Clerkship: Obstetrics & Gynecology
This course is designed to familiarize the student with the
female reproductive tract. Emphasis is placed on rou-
tine obstetrics and gynecologic health care maintenance
and patient education. Identification and management of
high-risk pregnancy, infertility and other endocrinopathies,
gynecologic oncology, family planning psychosomatic dis-
orders, and normal physiological changes in obstetrics and
gynecology as well as gynecologic surgery are some of the
areas covered in detail. Required Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: Yes. Credit(s): 6
OBG - 731 Maternal-Fetal/High Risk
Emphasis of this course is on the identification and manage-
ment of high risk pregnancy. Ultrasonography, amniocen-
tesis, medical and surgical complications of pregnancy, and
operative obstetrics are some of the specific topics dealt
with in detail. Students participate in ante-partum manage-
ment of hospitalized and ambulatory pregnant patients with
high risk conditions. Additional exposure to intra-partum
problems is obtained through daily clinical teaching rounds
and through follow-up of high-risk ante-partum patients
as they go through labor and delivery. Special experiences
and involvement in genetic counseling, prenatal diagnosis
and obstetric ultrasound are also available. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
OBG - 741 Family Planning
Elective in Family Planning elective is designed to provide
students opportunity to gain expertise in taking sexual and
reproductive health histories, pregnancy options counseling,
management for pregnancy loss, and complex contracep-
tion counseling for patients with medical co-morbidities.
Students will explore the complexity of family-planning
decision making, counseling, and procedures for abortion
and miscarriage management, along with health policies
impacting family planning care in the U.S. and abroad.
Students have a choice of taking this elective for two or four
weeks. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 2-4
OBG - 751 Female Pelvic Medicine and Reconstructive
Surgery
The Female Pelvic Medicine and Reconstructive Surgery
(FPMRS) elective is subspeciality elective that is designed
to provide fourth year students pursing an interest in OBY/
GYN, the opportunity to enhance their knowledge base,
skills, and attitudes and criterion to be potential applicant,
and broaden their perspective in Female Pelvic Medicine
and Reconstructive Surgery (FPMRS). Students will have the
opportunity to recognize pathologic processes of the pelvic
floor through history and physical exam; determine appro-
priate therapy based on performance of diagnostic testing,
Urodynamics, clinical judgment and literature evidence;
assist with appropriate minimally invasive and invasive sur-
gical procedures and provide care until discharge; compare
risk and benefits of surgical versus medical conservative
management and understand the risks benefits and alterna-
tives; and demonstrate use of the electronic medical record
and web-based resources. Students have a choice of taking
this elective for two or four weeks. Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
OBG - 761 Gynecologic Oncology
The purpose of this advanced course is to expose the
student directly to medical, surgical, and research aspects
of gynecological cancer care, beyond the scope of what is
achieved during short-term required rotations. The student
functions as a partner in a team of attendings, residents and
nurses. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 2-4
OBG - 767 Reproductive Endocrinology & Infertility
This course provides clinical experience in diagnostic evalu-
ation and therapeutic management of couples with infertil-
ity and women with gynecologic endocrine problems. The
students participate in routine diagnostic studies such as
ovulation timing, postcoital tests, endocrine evaluation, etc.,
and are introduced to the use of diagnostic and therapeutic
procedures such as hysterosalpingography, ultrasonography,
laparoscopy, hydrotubation, etc. The students scrub on sur-
gical reconstructive procedures involving female reproduc-
tive system and participate in the activities of the in-vitro
fertilization program. Laboratory experience in performing
hormone radioimmunoassay, sperm separation, and other
procedures may also be included. Elective Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
OBG - 781 Research in Obstetrics/Gynecology
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, respon-
sibilities, amount of supervision, and the specific dates of
the rotation. Credit toward graduation is granted assuming
that the research project is ongoing throughout the aca-
demic year. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from the
Director of Clinical Curriculum before beginning the rotation.
Research rotations are scheduled for a minimum of four
weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply
to the rule of eight weeks maximum credit for coursework
in a single subspecialty. This decision is at the discretion of
the Oice of Clinical Curriculum. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s):
4-8
OCC - 501 Human Structure and Principles of Movement
The primary goal of this course is to understand and evalu-
ate the musculoskeletal system related to the performance
skills of occupational performance. Biomechanical principles
are presented with application of treatment to occupational
performance impairment. The student will learn and demon-
strate the ability to administer evaluations of posture, joint
motion, muscle strength and body mechanics in selected
activities. Corequisite: OCC-501L Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
OCC - 501L Functional Anatomy W/Lab
The primary goal of this course is to understand and evalu-
ate the musculoskeletal system related to the skill com-
ponents of occupational behavior. The gross anatomical
structures of are presented with application of the assess-
ment and treatment of occupational performance dysfunc-
tion. The student will learn through lecture and prosected
laboratory specimens the gross structures of the human
body, with an emphasis on the structures vital for func-
tional performance. The cardiorespiratory, gastrointestinal,
genitourinary, musculoskeletal, and head/neck systems will
be covered; a large content focus is on the musculoskeletal
system with emphasis on the upper extremities and upper
trunk. Corequisite: OCC-501 Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
OCC - 502 OT History and Philosophy
Overview of the historical foundations of occupational
therapy as they relate to the frames of reference and philo-
sophical perspectives upon which the field is based. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 4
OCC - 503 Foundational Theories in Occupational Therapy
This course focuses on the prevalent theories of occupa-
tional therapy and the impact of theory on clinical practice.
It introduces students to the dierence between models of
practice and frames of reference and how theory can be used
to guide professional reasoning across the life span. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
OCC - 504 Human Structure and Principles of Movement
The primary goal of this course is to understand and evalu-
ate the musculoskeletal system related to the performance
skills of occupational performance. Biomechanical principles
are presented with application of treatment to occupational
performance impairment. The student will learn and demon-
strate the ability to administer evaluations of posture, joint
motion, muscle strength and body mechanics in selected
activities. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
OCC - 504L Functional Anatomy W/Lab
The primary goal of this course is to understand and evalu-
ate the musculoskeletal system related to the skill com-
ponents of occupational behavior. The gross anatomical
structures of are presented with application of the assess-
ment and treatment of occupational performance dysfunc-
tion. The student will learn through lecture and prosected
laboratory specimens the gross structures of the human
body, with an emphasis on the structures vital for func-
tional performance. The cardiorespiratory, gastrointestinal,
genitourinary, musculoskeletal, and head/neck systems will
be covered; a large content focus is on the musculoskeletal
system with emphasis on the upper extremities and upper
trunk. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
OCC - 505 Clinical Foundations Skills
The primary goal is for students to acquire basic clinical
reasoning and practice skills as a foundation for their clinical
placements and preceptorship at Rush University Medical
Center and in the community. Pass/no pass grading only.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 2
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OCC - 506 Medical Conditions Seminar
Selected medical, surgical, neurological and orthopedic
conditions with emphasis on their etiology, treatment and
prognosis will be explored through presentations and
discussions. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
OCC - 507 Psychosocial Dysfunction
This course focuses on the functional abilities that are
compromised by mental disorders and the side eects of
pharmacotherapy. Interdisciplinary and occupational therapy
interventions of mental disorders and chemical dependency
are reviewed from the rehabilitation and occupational per-
formance perspectives. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
OCC - 508 Group Dynamics
Didactic and experiential activities designed to familiarize
the student with basic principles underlying group process
and group behavior and clinical application of these princi-
ples in occupational therapy are studied. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
OCC - 509 Analysis of Occupational Performance
Focus will be on the development of task analysis skills by
applying logical thinking, critical analysis, problem solving
and creativity. Students will demonstrate an ability to grade
and adapt occupation-based tasks and purposeful activity
including the interaction of performance areas, components,
and contexts through dynamic classroom exercises. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
OCC - 510 OT Perspectives in Ethics and Multiculturalism
This course will focus on understanding the many dimen-
sions of multiculturalism so that the students may develop
a basis from which to be sensitive to the uniqueness of
individuals and increase awareness of cultural diversity.
Various perspectives with regards to the cultural beliefs
about health, illness, and treatment and how these beliefs
direct the formation of policy will also be explored. The
cultural aspects of occupation will be discussed as well as
the Cultural Competence Continuum. This course is also a
supplement to the CHS interprofessional Ethics in Health
Care course. It will cover the AOTA Code of ethics and its
application to current practice. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
OCC - 511 OT Interventions I
Students learn to apply theories and conceptual models for
restoration of occupational performance based on psy-
chosocial principles. The occupational therapy planning
and implementation process is introduced and developed
through concurrent interface with the pre- clinical experi-
ence. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 5
OCC - 512 OT Interventions II
Students learn to apply theories and conceptual models for
the restoration of occupational performance based on bio-
mechanical and rehabilitative principles. Laboratory compo-
nent includes splinting, wheelchair/positioning experiences
and skill building in interventions and documentation. This
course interfaces with the pre-clinical experience. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 5
OCC - 513 OT Interventions III
Students learn to apply theories and conceptual models for
the restoration of occupational performance based on motor
learning, cognitive-perceptual and rehabilitation models
of practice. Student will become familiar with basic splint-
ing principles and demonstrate skill in constructing static
splints. The occupational therapy planning and implementa-
tion process is introduced and developed through con-
current interface with the pre-clinical experience. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 5
OCC - 514 OT Interventions IV
Students learn to apply theories and conceptual models for
the prevention, development, remediation and restoration of
occupational performance as it relates to various pediatric
populations. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 4
OCC - 515 OT Interventions I
Students learn to apply theories and conceptual models for
restoration of occupational performance based on psy-
chosocial principles. The occupational therapy planning
and implementation process is introduced and developed
through concurrent interface with the pre- clinical experi-
ence. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
OCC - 516 OT Interventions I Fieldwork
This course will oer lecture and practical application
opportunities to facilitate the development of professional
behaviors required for successful fieldwork experiences. A
supervised Level I fieldwork experience related to the theory
and application of occupational therapy in the areas of
physical disabilities, pediatrics and psychosocial practice will
also be completed. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
OCC - 517 OT Interventions II Fieldwork
This course will provide didactic and lab training of the use
of physical agent modalities. In addition, this course focuses
on development of professional behaviors to prepare stu-
dents for fieldwork experiences. A supervised two-week field
experience related to the theory and application of occupa-
tional therapy in the areas of physical disabilities, pediatrics
and psychosocial practice will also be a component of this
course. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
OCC - 518 OT Interventions III Fieldwork
This course will provide didactic and lab training of the use
of physical agent modalities and review of clinical skills nec-
essary for successful completion of Fieldwork experiences.
In addition, this course focuses on development of profes-
sional behaviors to prepare students for fieldwork experi-
ences. A supervised two-week field experience related to the
theory and application of occupational therapy in the areas
of physical disabilities, pediatrics and psychosocial practice
will also be a component of the course. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
OCC - 519 OT Interventions II
Students learn to apply theories and conceptual models
for the restoration of occupational performance based on
biomechanical and rehabilitative principles. Laboratory
component includes splinting, wheelchair/positioning experi-
ences and skill building in interventions and documenta-
tion. This course interfaces with the pre-clinical experience.
Prerequisite: OCC-515 Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
OCC - 520 Health Conditions
Selected medical, surgical, and psychiatric conditions with
emphasis on their etiology, prognosis, medical and phar-
macological management will be explored through lecture,
presentation and discussion. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 4
OCC - 521 OT Interventions III
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
OCC - 522 OT Interventions IV
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
OCC - 525 Intro to Neuroscience
Lecture-discussion formats cover the anatomy, functions, and
the selected lesion of the central and peripheral nervous sys-
tems. The student will learn the basic principles of organiza-
tion, structure and function within the human nervous system
and correlate specific clinical signs and symptoms to lesions
within the central and peripheral nervous systems. Examples
of application to medical care and occupational therapy are
included in selected assessment and treatment descriptions.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 4
OCC - 526 OT Interventions III Fieldwork
Prerequisite: OCC-517 Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
OCC - 530 OT Persp in Health & Wellness
This course provides students with a holistic overview of the
multi-faceted dimensions of health and wellness across the
life span. The six dimensions of health are explored within the
context of occupational therapy. Students will also examine
the influence of chronic disease on health, wellness, and occu-
pational performance. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
OCC - 532 OT Perspectives in Technology
Exposure to assistive technology with emphasis on assess-
ment, selection, characteristics, and application. Emphasis
will be on low technology and high technology devices and
systems to include wheelchairs, seating systems, switches,
computer units, and the indications for use in the role of
human performance. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
OCC - 536 Issues and Perspectives in Pediatric OT
Issues and perspectives, which are unique to the pediatric
population are explored in this course. The course begins with
foundational topics of occupational performance as it relates
to various pediatric populations. To provide the students
with clinical reasoning tools used in the occupational therapy
process with children and their families, exploration of various
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frames of reference is then completed. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 4
OCC - 537 Issues and Perspectives in Geriatric OT
Focuses on an understanding of the occupational thera-
pist’s role in working with the geriatric population including
service delivery systems, normal and pathological changes
occurring as one ages and specific interventions utilized by
practitioners. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
OCC - 538 Evaluation & Assessments
Administration, scoring, interpretation, and reporting of
selected tests and informal assessments useful in an occu-
pational therapy evaluation of clients of varying ages and
disability will be examined in this course. Students will criti-
cally assess the merits of various instruments based upon
the essential components of credibility, and will recognize
the strengths and limitations of the instruments reviewed.
Focus on the clinical reasoning used in the evaluation and
re-evaluation process [i.e. selection of assessments, inter-
pretation and application of results] will be explored and
implemented. Ethical considerations required in evaluation
process will also be addressed. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
OCC - 543 Health Care Organizations
This course reviews and identifies the factors, forces, and
dynamics of the environment in which health care services
are provided. The interrelationships of health care institu-
tions in the future and their impact on occupational therapy
will be discussed. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
OCC - 544 Management Concepts for OT
Students will examine administrative activities related to the
eective delivery of OT services, including program plan-
ning, organization, control and leadership. Personnel man-
agement, communication and eective use of professional
and non-professional sta, fiscal accountability, quality
management, marketing/promotions, and resource alloca-
tion will be presented. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
OCC - 576 Sociocultural Aspects of Care
This course introduces students to the cultural issues that
impact practice. Culture is multi-faceted and will be explored
through a variety of viewpoints and applied to a variety of
practice settings. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
OCC - 579 Research Methods
This course provides the foundation for participation in clini-
cal research and the importance of evidence based practice
in occupational therapy. Emphasis will be on quantitative
research design, data analysis strategies, and the incor-
poration of evidence based practice to clinical practice.
This course will serve as a basis for research projects with
assigned research faculty. Prerequisites: CHS 501. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
OCC - 581 Qualitative Rsch Method/Design
This course provides the students with an opportunity
to explore and experience how both mixed methods and
qualitative research methodologies are used in clinical and
management outcome research. Emphasis will be on design,
data collection, analysis and interpretation, as well as, com-
munication and presentation of findings. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
OCC - 582 Research Methods & Evidence-Based Practice
This course provides the foundation for participation in clini-
cal research and the importance of evidence based practice
in occupational therapy. Emphasis will be on quantitative
research design, data analysis strategies, and the incor-
poration of evidence based practice to clinical practice.
This course will serve as a basis for research projects with
assigned research faculty. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
OCC - 583 Graduate Research Project
The three Graduate Research Project courses (OCC 583-1,
OCC 583-2, OCC 583-3) are the culmination of the research
sequence in the occupational therapy curriculum. lt provides
students with the opportunity to explore and experience
clinical research and the outcomes during development of
a master’s project. Emphasis will be on strategies related
to data collection, analysis, interpretation and data pre-
sentation. Small groups of students participate in weekly
faculty-student seminars to explore the literature; create and
conduct a research project leading to dissemination of the
work which will be a final paper and presentation. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 2
OCC - 584 Graduate Research Project I
The three Graduate Research Project courses (OCC- 584,
OCC-585, OCC-586) are the culmination of the research
sequence in the occupational therapy curriculum. It provides
students with the opportunity to explore and experience
clinical research and the outcomes during development of
a master’s project. Emphasis will be on strategies related
to data collection, analysis, interpretation and data pre-
sentation. Small groups of students participate in weekly
faculty-student seminars to explore the literature; create and
conduct a research project leading to dissemination of the
week which will be a final paper and presentation. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 2
OCC - 585 Graduate Research Project II
The three Graduate Research Project courses (OCC- 584,
OCC-585, OCC-586) are the culmination of the research
sequence in the occupational therapy curriculum. It provides
students with the opportunity to explore and experience
clinical research and the outcomes during development of
a master’s project. Emphasis will be on strategies related
to data collection, analysis, interpretation and data pre-
sentation. Small groups of students participate in weekly
faculty-student seminars to explore the literature; create and
conduct a research project leading to dissemination of the
week which will be a final paper and presentation. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 2
OCC - 593 Advanced Fieldwork I
Supervised field experiences applying theoretical O.T.
concepts on subjects having psychosocial/physical dysfunc-
tions. Full-time student status is continued while engaged
in fieldwork. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 8
OCC - 594 Advanced Fieldwork II
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 8
OCC - 595 Advanced Fieldwork I
Supervised field experiences applying theoretical O.T.
concepts on subjects having psychosocial/physical dysfunc-
tions. Full-time student status is continued while engaged
in fieldwork. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 8
OCC - 596 Advanced Fieldwork II
Supervised field experiences applying theoretical O.T.
concepts on subjects having psychosocial/physical dysfunc-
tions. Full-time student status is continued while engaged
in fieldwork. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 12
OCC - 600 Introduction to Occupation, Health and
Wellness
Overview of the historical foundations of occupational
therapy as they relate to general Occupational Therapy
practice and the philosophical perspectives upon which the
profession is based. This course also provides students with
a holistic overview of the multi-faceted dimensions of health
and wellness across the life span. Six dimensions of health
are explored within the context of occupational therapy. The
influence of chronic disease on health, wellness, and occu-
pational performance will be explored. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
OCC - 607 Psychosocial Aspects of Care
This course introduces students to mental health theory and
how it applies to the occupational therapy process in a vari-
ety of practice settings. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
OCC - 608 Introduction to Clinical Practice
This course is designed to provide the occupational therapy
student with a foundation of technical and interpersonal
clinical practice skills. The primary goal of the skills pre-
sented and practiced in the course is for the students to
have exposure, experience, and acquire basic clinical assess-
ment, intervention and clinical reasoning skills as a founda-
tion for productive clinical placements and preceptorships at
RUMC and in the community. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
OCC - 609 Occupational Performance and Ability
Focus will be on the development of task analysis skills by
applying logical thinking, critical analysis, problem solving
and creativity. Students will demonstrate ability to grade
and adapt occupation-based tasks and purposeful activity
including the interaction of performance areas, components
and contexts through dynamic classroom exercises. In
addition, a four week practicum experience within the Rush
University Medical Center will allow students the oppor-
tunity to apply skills learned in the classroom in a clinical
setting. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
OCC - 610 Occupational Therapy Process
This course will introduce students to the fundamentals of
the occupational therapy process including evaluation, doc-
umentation, and therapeutic relationships. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
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OCC - 612 Physical Disabilities I
Application of theories and conceptual models for restora-
tion of occupational performance based on biomechanical
and rehabilitative principles are presented. The occupational
therapy planning, evaluation, and intervention process is
introduced and instruction methods include application and
synthesis of covered topics. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 4
OCC - 613 Physical Disabilities II
Application of theories and conceptual models for restora-
tion of occupational performance based on motor learning,
cognitive-perceptual and rehabilitation models of practice.
The occupational therapy planning, evaluation, and interven-
tion process is introduced and instruction methods include
application and synthesis of covered topics. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 4
OCC - 614 Mental Health Practice
Students learn to apply theories and conceptual models for
restoration of occupational performance based on psycho-
social principles for individuals, groups, and populations.
Didactic and experiential learning activities will engage the
student in the occupational therapy evaluation, intervention
planning and intervention delivery processes. Students will
also apply the principles of group dynamics to a six-week
group leadership experience. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 4
OCC - 615 Developmental Disabilities I
This course begins with fundamental topics of occupational
performance as it relates to human and occupational devel-
opment, with an emphasis on pediatric developmental. The
students will be introduced to clinical reasoning within the
context of the occupational therapy process with children
and their families. Exposure to various assessment tools will
facilitate foundational knowledge needed for occupational
therapy evaluations related to development throughout
the life cycle. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
OCC - 616 Developmental Disabilities II
Interventions, which are unique to facilitating human and
occupational development, are explored in this course.
Students learn to apply practice models and frames of refer-
ences for the prevention, development, remediation, and res-
toration of occupational performance as it relates to various
developmental disorders. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 3
OCC - 617 Clinical Practice Skills/Fieldwork 1-A
This course focuses on development of professional
behaviors to prepare students for fieldwork experiences.
This course also provides didactic and lab training in the
use of physical agent modalities. The course culminates
with a supervised two-week field experience related to the
theory and application of occupational therapy in the areas
of biomechanical, rehabilitation, and psychosocial principles.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 2
OCC - 618 Clinical Practice Skills/Fieldwork 1-B
This course will provide didactic and lab training for select
clinical skills necessary for successful completion of
fieldwork experiences. In addition, this course continues to
focus on development of professional behaviors to prepare
students for fieldwork experiences. The course culminates
with a supervised two-week field experience related to the
theory and application of occupational therapy in the areas
of biomechanical, rehabilitation, and psychosocial principles.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 2
OCC - 620 Foundational Theories in OT
This course focuses on the prevalent theories of occupa-
tional therapy and the impact of theory on clinical practice.
It introduces students to the dierence between models
of practice and frames of reference and how theory can be
used to guide professional reasoning across the life span.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
OCC - 625 Functional Neuroscience & Cognition
This course consists of lecture and lab content covering the
anatomy, functions and selected dysfunctions of the central
and peripheral nervous systems. The student will learn the
basic principles of organization, structure, and function
within the human nervous system and correlate specific
clinical signs and symptoms to lesions within the central and
peripheral nervous system. Instruction on clinical measures,
including evaluation and assessment tools specific to the
neurological tracts will be included, with this material being
applied through interactive labs. (1.5 sh lecture; 1.5 sh lab)
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 4
OCC - 630 Program Development
This course will introduce students to community-based
practice and the program development process. Students
will increase their awareness for opportunities to recommend
changes to existing services and/or develop proposals for
new services in traditional and emerging practice areas.
Students will also explore alternative funding strategies, such
as grant writing to fund new or developing programs. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
OCC - 643 Health Care Systems
This course reviews and identifies the factors, forces, and
dynamics of the environment in which health care services
are provided. The interrelationships of health care institu-
tions in the future and their impact on occupational therapy
will be discussed. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
OCC - 644 Leadership and Advocacy
This course presents the foundations of leadership devel-
opment with an emphasis on eective management of
the delivery of Occupational Therapy services, personnel
management, fiscal management, and resource allocation.
Institutional, community, and political advocacy as it relates
to occupational therapy are also presented. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
OCC - 683 Evidence-Base Practice Series I
The Evidence-Based Practice Series is comprised of three
courses (OCC 683, OCC 684, and OCC 685) and is the
culmination of the research sequence in the occupational
therapy curriculum. It provides students with the opportunity
to explore and experience clinical research and the outcomes
during development of a graduate research project. Small
groups of students participate in weekly faculty-student
seminars to explore the literature, create and conduct a
research project leading to dissemination of the work, which
will be a final paper and presentation. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
OCC - 684 Evidence-Base Practice Series II
This course is a continuation of OCC 683. Students will
continue to work with their small groups to implement their
research projects. Emphasis will be on strategies related to
data collection and implementation of their project. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
OCC - 685 Evidence-Base Practice Series III
This is the final course in the Evidenced-Based Practice
Series. Emphasis in this course will be on strategies related
to data analysis, interpretation and dissemination of find-
ings. The culmination of this series will be completion of a
scholarly paper and presentation. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 2
OCC - 795 Advanced Fieldwork I
This course oers supervised field experiences applying
theoretical Occupational Therapy concepts on persons with
psychosocial and/or physical dysfunctions. Full-time stu-
dent status is continued while engaged in fieldwork. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 9
OCC - 797 Advanced Fieldwork II
This course oers supervised field experiences applying
theoretical Occupational Therapy concepts on persons with
psychosocial and/or physical dysfunctions. Full-time stu-
dent status is continued while engaged in fieldwork. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 9
OCC - 810 Professional Reasoning and Doctoral
Experience I
This is the first module in the Professional Reasoning
and Doctoral Experience series, which culminates in the
Individualized Doctoral Experience. Emphasis will be placed
on development of professional reasoning. Students will
begin planning their individualized doctoral experience by
identifying interests and opportunities that match their
strengths. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
OCC - 811 Professional Reasoning and Doctoral
Experience II
This is the second module of the Professional Reasoning
and Doctoral Experience Series, which culminates in the
Individualized Doctoral Experience. Emphasis will be placed
on development of professional reasoning. Students will
continue planning their individualized doctoral experience.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 1
OCC - 812 Professional Reasoning and Doctoral
Experience III
This is the final module of the Professional Reasoning
and Doctoral Experience Series, which culminates in the
Individualized Doctoral Experience. Emphasis is placed
on the ongoing development of professional reasoning.
Students will complete their plan for the Individualized
Doctoral Experience and capstone dissemination. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
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OCC - 820 Capstone Competencies
Students will complete competency requirements which will
include a comprehensive examination. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
OCC - 825 Individualized Doctoral Experiences
This course aords students the opportunity to extend,
build, and apply knowledge acquired in the curriculum and
prior fieldwork experiences during a 16-week, full-time,
Individualized Doctoral Experience. Students will engage
in an area of practice beyond the generalist level by direct-
ing their experience toward an in-depth focus on advanced
practice in traditional and emerging settings, management
and leadership, academia, or research. Students direct the
development of specific learning objectives with the guid-
ance and approval of faculty. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 12
OCC - 828 Capstone Dissemination
Students will complete a capstone project based on the
Individualized Doctoral Experience. The capstone will
analyze professional development, advancing skills, and
discovery of evidence in a culminating report. Students will
complete the culminating report through producing papers
and/or presentations based upon the objectives and out-
comes developed through the Professional Reasoning and
Doctoral Experience coursework. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 1
OCC - 900 Independent Study
Creative project designed by the student and supervised by
faculty. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: No. Credit(s): 1-12
OCC - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
PED - EXM Pediatrics Exam Remediation
Remediation of course examination. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 8
PED - REM Pediatrics Clinical Remediation
Remediation of clinical weeks. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 8
PED - 7EI Pediatrics Individualized Elective
Students may receive credit for an individually arranged
elective with a Rush faculty member. In order to receive
credit for such a rotation, the person to whom the student
will be responsible must write a letter stating the student’s
activities, responsibilities, amount of supervision, and spe-
cific dates of the rotation. The sponsoring faculty member
must complete an evaluation of the student’s performance
at the conclusion of the elective. Students must submit a
proposal to the Oice of Clinical Curriculum for approval at
least eight weeks before the rotation and must have writ-
ten approval from the assistant dean of Clinical Education
before beginning the rotation. Students may receive four
weeks of credit for an individually arranged elective. Credit
for a maximum of only one individually arranged elective
will count toward graduation requirements. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
PED - 701 Core Clerkship: Pediatrics
This course is designed to introduce students to the prin-
ciples and practice of care of the patient from birth through
adolescence, which are studied through direct patient con-
tact. The primary objective is to provide an opportunity for
students to become proficient in the clinical basis of pedi-
atric diagnosis. The clinical facilities of both the inpatient
and outpatient services of Rush University Medical Center,
John H. Stroger Hospital of Cook County, and private physi-
cians’ oices are utilized. Regular conferences, lectures, and
case presentations provide additional learning experiences.
Students will have an eight-week assignment to pediatrics,
which includes rotations in inpatient and ambulatory set-
tings, and the nursery. Ambulatory activities constitute 50%
of the clerkship. Night call is approximately every fourth
night including weekends. Required Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 8
PED - 710 Subinternship: Pediatrics
The subintern will function in a capacity similar to an intern
on one of two pediatric ward services. Senior residents and
faculty physicians will provide supervision. The students are
expected to take call every fourth night. Required in M4 Year
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
Yes. Credit(s): 4
PED - 711 Pediatric Cardiology
Ambulatory experience can be obtained in the care of
children with congenital and acquired heart disease, as well
as, assessment of innocent heart murmurs. Clinical history
and physical findings are correlated with x-ray, electrocar-
diographic, echocardiographic, and cardiac catheteriza-
tion data. Didactic sessions are oered once a week which
include learning the interpretation of ECG and chest X-ray.
Elective Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
PED - 715 Chronic Diseases in Children
Based at Shriner’s Hospital for Crippled Children, students
participate in an active inpatient and outpatient program
which provides referral services to children with musculo-
skeletal disorders, neural tube defects and other chronic
diseases. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 4
PED - 716 Pediatric Ambulatory Care
This course oers students the opportunity to participate in
primary care pediatrics in a variety of settings. A hands-on
approach with individual attending supervision is empha-
sized. Students follow private and clinic patients for both
health maintenance and acute and chronic medical problems.
Students generate their goals and learning experiences for
the rotation. The course will be geared toward satisfying
the student’s individual needs and interests. Students must
attend Pediatric Grand Rounds. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
PED - 721 Pediatric Endocrinology
This course provides students with a problem-oriented
approach to pediatric endocrinology. All aspects of pediatric
endocrinology are covered but particular emphasis is placed
on the outpatient assessment of the normal and abnormal
aspects of growth and pubertal development. The course
aims to highlight the role of the primary care provider in
the initial evaluation of pediatric patients with a suspected
endocrine disorder and to provide the student with an intro-
duction to specialized diagnostic endocrine testing and man-
agement of the endocrine patient. The student is expected
to evaluate any inpatient consult which presents during the
rotation. The student is provided up to 8 endocrine case
exercises with questions for review, as well as other didactic
material, and is expected to present an endocrine topic
researched from the literature for 15-20 minutes at the end of
the rotation. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 4
PED - 724 Pediatric Intensive Care
This course exposes the student to the type of care provided
to medical, subspecialty, and surgical pediatrics patients who
require higher acuity of care. The student is part of a medical
team comprised of residents of varying experience levels.
The student is expected to perform at a sub-intern level with
regard to expectations and work requirements. By the end
of the rotation, the student will be expected to learn: (1) The
initial evaluation and stabilization of a critically ill patient; (2)
pediatric resuscitation techniques; (3) basic ventilator man-
agement; and (4) procedures such as intubation and central
line placement. Elective Retake Counts for Credit: Yes. Pass/
No Pass Grading Allowed: Yes. Credit(s): 4
PED - 726 Pediatric Nephrology
This course will provide the student with experience in
the care of children with renal problems in hospital and
ambulatory settings. The emphasis is on participation in an
active consulting service with concentration on normal and
abnormal renal functions, electrolyte imbalances, proteinuria,
hematuria, hypertension, urinary tract infections, and devel-
opmental diseases of the kidney. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
PED - 732 Pediatric GI/Nutrition
This course provides a core set of didactic materials and
discussions. Emphasis is on understanding the pathophysi-
ology of, and basic approach to, common clinical problems.
The nutrition component includes fundamentals of enteral
and total parenteral nutrition management. The student is
expected to perform a literature review of one or more topics.
Elective Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 2-4
PED - 741 Pediatric Allergy/Immunology
This course teaches the clinical approach to problems of
allergy, other immune-mediated diseases, and immunodefi-
ciency in both children and adults. Diagnosis and treatment
of commonly encountered IgE-mediated diseases (allergic
rhinitis, asthma, eczema, and urticaria), as well as connec-
tive tissue diseases and immunodeficiency syndromes are
explained. Students are responsible for following medi-
cine and pediatric inpatient consults at Rush and Stroger
Hospitals and report to the attending physician-on-service
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for daily rounds. Allergy/Immunology outpatient care
is demonstrated at Fantus Clinic (part of the Stroger
Hospital Ambulatory Care Network) as well as the Allergy/
Immunology Oice at Rush. Students also learn about skin
testing techniques, spirometry and immunological tests
performed by the Rush Medical Laboratory. Teaching (basic
science or clinical lecture, journal club, research and chart
review) conferences are held at Rush on Friday mornings.
The attending physician-on-service and/or fellow-on-
service also teach on daily rounds. A pretest and final quiz
are given to measure achievement as a basis for evaluation.
Elective Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
PED - 742 Pediatric Hematology/Oncology
This course provides an introduction to the care of children
with hematologic disorders and malignancies of childhood. A
core lecture series is presented during the elective as well as
a review of blood and marrow morphology. Students partici-
pate in the evaluation of new patients as well as established
patients. Ward rounds are made daily for inpatients on the
service and consultations. Outpatient clinics are held five
days a week. Several multi-disciplinary conferences are held
weekly. A course syllabus will be provided. Students com-
plete the course by taking an oral and written (open-book)
examination. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 4
PED - 746 Pediatric Infectious Disease
This course focuses on clinical and laboratory evaluation
of pediatric infections. An active inpatient consultation
service provides ample opportunity for patient evaluation
and follow-up. Correct use of laboratory facilities is stressed.
Pathophysiology of infectious diseases, dierential diagnosis,
and antibiotic use are discussed on daily ward rounds and
weekly conferences. Students see outpatients with diagnos-
tic problems as well as attend specialized clinics for children
with HIV infection, tuberculosis and congenital toxoplas-
mosis. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 4
PED - 751 Pediatric Neurology
In this advanced course students will become acquainted
with the broad scope of pediatric neurology with an empha-
sis on the basic examination of children with neurologic and
developmental problems. Basic interpretation of common
neurodiagnostic studies in the course of inpatient rounds
and outpatient clinics will be emphasized. Students will
become familiar with common diagnoses such as epilepsy,
migraine, autism, muscular dystrophy, “developmental delay,”
tics and attention deficit disorder. Elective Retake Counts
for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
PED - 755 Advanced Clinical Genetics
The Advanced Clinical Genetics elective is designed to pro-
vide fourth year medical students the opportunity to learn
about the diagnostic process and management of common
genetic disorders, particularly in the pediatric population.
Genetics as a field has rapidly expanded in the last decade
from a technological and molecular standpoint, and there
are now known genetic disorders aecting nearly all areas
of medicine. This course would allow students to translate
what they have learned from the medical school curriculum
into the clinical setting. Students have a choice of taking this
elective for two or four weeks. Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 2-4
PED - 772 Pediatric Respiratory Medicine
The objective for this course is to expose medical student to
all facets of clinical practice involving pediatric patients with
respiratory disease. Elective Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
PED - 781 Research in Pediatrics
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, responsibili-
ties, amount of supervision, and the specific dates of the
rotation.
Students must submit a proposal to the Oice of Clinical
Curriculum for approval at least eight weeks before the
rotation and must have written approval from the Oice of
Clinical Curriculum before beginning the rotation. Research
rotations are scheduled for a minimum of four weeks of
credit with the expectation that the full project will extend
beyond the formal course duration. Students may arrange
research rotations individually with faculty at Rush. In order
to receive credit for such a rotation, the person to whom the
student will be responsible must write a letter describing the
student’s activities, responsibilities, amount of supervision,
and the specific dates of the rotation. Credit toward gradu-
ation is granted assuming that the research project is ongo-
ing throughout the academic year. Students must submit a
proposal to the Oice of Clinical Curriculum for approval at
least eight weeks before the rotation and must have written
approval from the director of Clinical Curriculum before
beginning the rotation. Research rotations are scheduled for
a minimum of four weeks of credit with the expectation that
the full project will extend beyond the formal course dura-
tion. Depending on the proposal, the weeks of credit may or
may not apply to the rule of eight weeks maximum credit for
coursework in a single subspecialty. This decision is at the
discretion of the Oice of Clinical Curriculum. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4-8
PED - 793 Neonatal Intensive Care
This course is an introduction to the care of sick and pre-
mature newborn infants in the intensive care setting with
emphasis on normal sequence of events in the birth-recovery
period and disruptions to that sequence and adaptation of
the baby during the post-partum period. Care of the most
common complications occurring at this age will be empha-
sized. Visiting students are eligible for four-week rotations
only. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 2-4
PED - 794 Adolescent and Young Adult Medicine
This course provides direct experience in the care of hos-
pitalized and outpatient adolescents and young adults.
Hospitalized patients are seen at Rush University Medical
Center. Outpatients are seen at a variety of sites, including
the Pediatric Ambulatory Care Center at Rush, the Teen/
Family Planning Clinic in Evergreen Park, the Joliet and
Chicago Job Corps Center and the Orr High School Clinic.
Retake course for credit: No. Pass/No Pass grading allowed:
No. Credit(s): 4
PED - 804 Adolescent & Young Adult Medicine
This course provides experience in outpatient settings,
including a hospital-based adolescent clinic, and HIV ado-
lescent specialty clinic, the juvenile detention center, and
school-based clinics. In addition, students are required to do
short presentations and to participate in didactic sessions
and a journal club that is adolescent-focused. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
PED - 842 Pediatric Hematology/Oncology
This course provides an introduction to the care of children
with hematologic disorders and malignancies of childhood. A
core lecture series is presented during the elective as well as
a review of blood and marrow morphology. Students partici-
pate in the evaluation of new patients as well as established
patients. Ward rounds are made daily for inpatients on the
service and consultations. Outpatient clinics are held five
days a week. Several multi-disciplinary conferences are held
weekly. A course syllabus will be provided. Students com-
plete the course by taking an oral and written (open-book)
examination. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 4
PED - 861 Child Abuse and Neglect
In this course students work one-on-one with the attend-
ing physicians in the Division of Child Protective Services
at Stroger Hospital and actively participate in the work-up,
management and follow-up care of children suspected of
being maltreated. Students can expect to learn medical
aspects of physical abuse, sexual abuse and neglect (includ-
ing Failure to Thrive). Students also have the opportunity to
observe and participate in the developmental evaluations
of patients and in the psychosocial evaluations of patients
and their families. Students attend and provide care in
the weekly comprehensive follow-up clinic for abused and
neglected children, and also attend the Medical Clinic at
the Children’s Advocacy Center. In addition to participating
in the clinical work-up of suspected abuse/neglect, stu-
dents learn about the role of the physician as advocate for
the child within the Child Welfare and Legal Systems and
learn about the physician’s role in coordinating multidisci-
plinary care for high-risk patients and their families. There
is required reading and students are expected to attend lec-
tures and present cases during rounds and weekly multidis-
ciplinary patient staing. Elective Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
PHA - CLIN1 Clinical Curriculum Enrollment
This course acts as place holder for billing purposes. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 16
PHA - 510 Human Physiology
This lecture-based course will present a comprehensive and
advanced review of organ systems, including human physi-
ologic function, regulation, and integration as a basis for
understanding the complex interaction of specific body sys-
tems and their relationship to disease. Commonly occurring
pathophysiologic processes will be introduced to prepare
students for more in-depth learning about specific disease
states and patient presentations in subsequent courses.
Retake course for credit: No. Pass/No pass grading allowed:
No. Credit(s): 2
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
PHA - 511 Human Anatomy
This course provides students with a thorough under-
standing of the principles of functional and applied human
anatomy necessary for the practice of clinical medicine. The
course is driven primarily by the laboratory (small group)
sessions with lectures given to prepare students for the
lab and provide supplementary information. Prerequisite:
Successful completion, with a grade of C or higher, of
prerequisite undergraduate courses in human anatomy and
human physiology. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 4
PHA - 512 History & Physical Examination
This course is designed to teach PA students the proper
techniques for patient assessment. This course covers how
to conduct an eective medical interview, how to docu-
ment clinical findings in the medical record, and how to
perform a physical exam. Both the comprehensive and
problem focused medical history formats will be discussed
and students will practice proper MR documentation using
the SOAP note format. Students will learn how to perform a
comprehensive physical examination and to recognize the
normal examination findings associated with each organ
system. The course will also introduce students to common
pathological PE findings, and to interpret the significance
of these findings to diagnosing disorders. Finally, students
will learn to accurately record PE findings as part of a
patient medical record. The course material will be pre-
sented sequentially in an organ-system basis. The course
will present techniques to facilitate accurate and eicient
data collection, to foster eective patient communication,
and to develop appropriate patient centered responses to
dierent patients in the clinical setting. Developing skills to
eectively educate, counsel, and influence patient behaviors
will also be discussed. Prerequisites: Successful completion,
with a grade of C or higher, of prerequisite undergraduate
courses in human anatomy, human physiology, and psychol-
ogy or equivalent social or behavioral science. Also requires
concurrent enrollment in PHA 510 and PHA 514. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
PHA - 513 PA Professionalism & Practice I
This is the first of a three-part course series designed to
introduce and familiarize students with the professional
and practice issues of importance to the PA profession. PA
Professionalism and Practice I is designed to introduce and
familiarize the student with the major professional issues
and communication skills important to a practicing PA
working on a medical team. Topics include the history and
development of the PA profession, the physician-PA relation-
ship, PA scope of practice and professional regulations, licen-
sure, certification/recertification, PA program accreditation,
and PA professional organizations. The course also covers
legal issues in health care related to PA practice, including
the Healthcare Information Portability and Accountability Act
(HIPAA), professional liability, laws and regulations, billing
and reimbursement, quality assurance, and risk management.
This course includes basic training in verbal and non-verbal
communication skills needed for successful clinical practice.
Prerequisites: Successful completion, with a grade of ‘C’ or
higher, of prerequisite undergraduate courses in psychology
or equivalent social or behavioral science. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
PHA - 514 Clinical Medicine I
This is the first in a three-part course series that provide an
intensive study of the principles essential to the practice of
primary care medicine. Lectures will discuss the etiology,
pathophysiology, clinical presentation, diagnostic evalua-
tion, and the management principles of various diseases in
the following topic categories: introduction to pharmacol-
ogy; genetics; nutrition; general pediatrics; infectious dis-
eases; psychiatry; neurology; hematology; and, immunology.
Lectures, readings, case study analysis, and discussion of spe-
cific disorders in each category will provide an understanding
of the key clinical concepts relevant to disease diagnosis and
patient care. Prerequisites: Successful completion, with a
grade of ‘C’ or higher, of prerequisite undergraduate courses
in human anatomy and human physiology. Also requires con-
current enrollment in PHA 510 and PHA 512. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 4
PHA - 515 Diagnostic Methods
This course will introduce PA students to the various diagnos-
tic studies used in the screening, diagnosis, and management
of disease. This course focuses on the common diagnostic
tools of laboratory medicine that are available to the clinician.
Many of the factors influencing the test selection process and
the role of laboratory test findings in clinical decision making
will be discussed. Topics include clinical laboratory studies,
hematology, chemistry, microbiology, urinalysis, coagulation
studies, and special testing. Prerequisite: Successful comple-
tion, with a grade of ‘C’ or higher, of prerequisite undergradu-
ate courses in human anatomy and human physiology. Also
requires concurrent enrollment in PHA 510 and PHA 514.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 1
PHA - 520 Principles of Clinical Pharmacology I
This is the first in a two-part course series designed provide
students with an intensive study of the principles phar-
macology and pharmacotherapeutics required for patient
care. Emphasis in the course is placed on the applications
of pharmacological principles in primary care medicine. This
course is organ system-based; the topics discussed will mir-
ror the major organ systems covered in Clinical Medicine II.
Pharmacological principles discussed in this course include
principles of pharmacology and drug action; pharmacokinet-
ics and dynamics; drug dosage calculation; the usage profile
for major classes of clinically important drugs, including
indications, contraindications and side eects, and dosing
and administration; principles of drug selection, and assess-
ment of therapeutic eicacy and outcome. Prerequisite:
Successful completion of PHA 514. Also requires success-
ful completion, with a grade of C or higher, of prerequisite
undergraduate courses in human physiology and biochem-
istry. Requires concurrent enrollment in PHA 522, PHA 524,
and PHA 525. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
PHA - 521 Research & Statistics
This online/face-to-face blended course is designed to dis-
cuss the dierent components and terminology of research
as well as various research models ranging from the highly
quantitative to broad qualitative methods. The course will
provide a practical approach to research planning through
the logical sequence of developing a research proposal
pertaining to the research interests of individual students.
Formulation of research questions, hypotheses, literature
search techniques, ethical issues, and the writing of the
research proposal/final research report and the dissemina-
tion of research findings will be discussed. This course is
designed to provide the first-time researcher with the skills
to undertake research and to write up proposals and final
reports in areas of their choice. Prerequisites: Successful
completion, with a grade of C or higher of prerequisite
undergraduate courses in statistics. Also requires concur-
rent enrollment in PHA 522, PHA 524 and PHA 525. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
PHA - 522 Diagnostic Reasoning I
This is the first in a two-part course series designed to
develop students’ skills in clinical problem solving and
promote application of knowledge gained throughout PA
school for use in patient assessment and management, and
formulating patient care plans. In class, students will be
presented with clinical case scenarios, which they must ana-
lyze and make decisions relevant to patient evaluation and
management. Students are encouraged to apply their medi-
cal knowledge and to utilize sound, clinically based texts and
online references to derive clinical assessment plans and
facilitate case analysis. The goal of this course is to develop
students’ clinical critical thinking and problem-solving skills,
including utilizing previously learned information and recog-
nition of how to find necessary information to fill knowledge
gaps. Prerequisite: Successful completion of PHA 514 and
PHA 512. Also requires concurrent enrollment in PHA 532,
PHA 535, and PHA 536. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 2
PHA - 523 PA Professionalism & Practice II
This is the second of a three-part course series designed
to introduce and familiarize students with the professional
and practice issues of importance to the PA profession. This
second course is an introduction to principles and practices
of population health in the U.S. healthcare system, focus-
ing on the Chicago metropolitan area and Chicago Medical
District as an exemplar microcosm to represent the larger
health system paradigm. The course will discuss issues
related to healthcare access, population health trends, and
current topics in public health policy and healthcare reform.
Additionally, the role of social determinants of health on dis-
ease management is explored as a tool for reviewing health
outcomes in the U.S. Course discussions will explore the
influence of race, class, gender, immigration, and social sta-
tus on health care policy. These discussions are designed to
provide students with various lenses through which to ana-
lyze current and emerging public health policies, practices,
and healthcare outcomes Prerequisite: Successful comple-
tion of PHA 513 and PHA 514. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
PHA - 524 Clinical Medicine II
This is the second in a three-part course series designed
provide students with an intensive study of the principles
essential to the practice of primary care medicine. Lectures
will discuss the etiology, pathophysiology, clinical presenta-
tion, diagnostic evaluation and management principles of
various diseases in the following topic categories: derma-
tology; otolaryngology; ophthalmology; cardiology; pulm-
onology; nephrology, including fluid and electrolyte and
acid-base maintenance; and urology. Lectures, readings,
case study analysis and discussion of specific disorders
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in each category will provide an understanding of the key
clinical concepts relevant to disease diagnosis and patient
care. Prerequisite: Successful completion of PHA 514. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 6
PHA - 525 Principles of Advanced Practice I
This is the first of a two-part companion course to PHA
524- Clinical Medicine II. This course will course discuss the
essentials of ordering, interpreting and performing clinical
studies used in the screening, diagnosis, management and
monitoring of disease. The course will mirror the organ sys-
tems scheduled in clinical medicine. Topics include the inter-
pretation of rhythm strips and 12 lead electrocardiograms
(EKGs), basic and advanced imaging techniques includ-
ing: radiography, CT, MRI, PET scan, cardiac imaging and
V/Q scan. Emerging diagnostic technology and the use of
diagnostic testing in disease assessment and management,
including decision making regarding ordering radiologic test-
ing, will also be included. Prerequisite: Successful completion
of PHA 514. Also requires concurrent enrollment in PHA 524.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 2
PHA - 530 Principles of Clinical Pharmacology II
This is the second in a two-part course series designed pro-
vide students with an intensive study of the principles phar-
macology and pharmacotherapeutics required for patient
care. Emphasis in the course is placed on the applications
of pharmacological principles in primary patient care. This
course is organ system-based; the topics discussed will mir-
ror the major organ systems covered in the Clinical Medicine
III. Pharmacological principles discussed in this course
include principles of pharmacology and drug action; pharma-
cokinetics and dynamics; drug dosage calculation; the usage
profile for major classes of clinically important drugs, includ-
ing indications, contraindications and side eects, and dosing
and administration; principles of drug selection, and assess-
ment of therapeutic eicacy and outcome. Prerequisite:
Successful completion of PHA 520. Also requires concurrent
enrollment in PHA 534 and PHA 535. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
PHA - 532 Diagnostic Reasoning II
This is the second in a two-part course series designed
to develop students’ skills in clinical problem solving, and
promote application of knowledge gained throughout PA
school for use in patient assessment and management, and
formulating patient care plans. In class, students further
refine their patient care skills through case analysis and
discussion. The format of the course is similar as PHA 522
- Diagnostic Reasoning I, where students will be presented
with clinical case scenarios that they must analyze and make
decisions relevant to patient evaluation and management.
The cases in this term present more complex diagnostic and
management issues than in the previous course. The goal
of this course is to further develop students’ clinical critical
thinking and problem solving skills, including utilizing previ-
ously learned information and recognition of how to find
necessary information to fill knowledge gaps. Prerequisite:
Successful completion of PHA 522. Also requires concur-
rent enrollment in PHA 534 and PHA 535. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 2
PHA - 533 PA Professionalism & Practice III
This is the third of a three-part course series designed to
introduce and familiarize students with the professional and
practice issues of importance to the PA profession. This
course will explore the psychosocial aspects of patient care
to help students develop their understanding of the dynamic
between one’s own and patient’s attitudes, biases, and
values, and the impact they have on medical practice and
patient relationships and communication. Discussions and
presentations will cover the basic counseling and patient
education skills necessary to help patients and families cope
with illness and injury, and to modify behaviors as needed to
adhere to therapeutic management plans and improve out-
comes. Discussions include issues of culture, faith, religion
and sexuality, and the impact these forces have on atti-
tudes towards health and patient counseling. Prerequisite:
Successful completion of PHA 513 and PHA 523. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
PHA - 534 Clinical Medicine III
This is the third in a three-part course series designed
provide students with an intensive study of the principles
essential to the practice of primary care medicine. Lectures
will discuss the etiology, pathophysiology, clinical presenta-
tion, diagnostic evaluation and management principles of
various diseases in the following topic categories: gas-
troenterology, endocrinology, women’s health, rheumatol-
ogy, orthopedics, geriatrics, and wellness and prevention
medicine. Lectures, readings, case study analysis and
discussion of specific disorders in each category will provide
an understanding of the key clinical concepts relevant to
disease diagnosis and patient care. Prerequisite: Successful
completion of PHA 514 and PHA 524. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 6
PHA - 535 Principles of Advanced Practice II
This is the second of a two-part companion course to PHA
534 - Clinical Medicine III. This course will discuss the
essentials of ordering, interpreting and performing clini-
cal studies used in the screening, diagnosis, management
and monitoring of disease. The course will mirror the organ
systems scheduled in clinical medicine. Topics include the
interpretation of abdominal imaging, gastrointestinal testing,
renal and bladder imaging, hormone assays, breast imaging,
cervical cancer screening, bone testing, fracture imaging
and preventative and geriatric testing. Emerging diagnos-
tic technology and the use of diagnostic testing in disease
assessment and management, including decision making
regarding ordering radiologic testing, will also be included.
There will also be several written short answer case assign-
ments, done in class, that will encompass knowledge
students have gained in Diagnostic Methods, as well as
Principles of Advanced Practice I. Prerequisite: Successful
completion of PHA 525. Also requires concurrent enrollment
in PHA 534. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
PHA - 536 Emergency & Surgical Medicine
This 2-credit course will provide students with an introduc-
tion to the diagnosis and treatment of disease states and
conditions encountered in emergency and urgent care set-
tings. Students will also be introduced to surgical concepts
needed to assess patients and provide care in surgical
settings. Emergency Medicine lectures will discuss the role
of triage, assessment, and the management of commonly
encountered medical, surgical, environmental, and psychi-
atric emergencies as they present in the adult and pediatric
populations. Surgical lectures will discuss general surgi-
cal concepts. Pre- and post-operative patient assessment
and care management will be emphasized. Prerequisite:
Successful completion of PHA 514, PHA 524, and PHA
525. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
PHA - 581 Family Medicine
During this experience in family medicine, students see
patients, perform assessments and formulate care plans
under the supervision of a physician, PA or advanced prac-
tice nurse. Comprehensive, longitudinal care is stressed.
Common problems are reviewed and the responsibilities of
a primary care physician assistant are observed and taught.
Principles of health, wellness, prevention, recognition and
treatment of substance abuse, and chronic disease manage-
ment and chronic care are introduced in the clinical set-
ting. Patient assessment and management are reviewed to
include the generation of a dierential diagnosis, and oral
presentation of patient data to the supervising physician
and appropriate referral of patients. Prerequisite: Successful
completion of all first-year PA program courses and evalu-
ations. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 4
PHA - 582 Internal Medicine I
This clinical practice is designed to introduce students to
the practice of internal medicine. Through participating
directly in patient care, students have the opportunity to
evaluate and manage a variety of patients and their prob-
lems. Students further develop their skills in history tak-
ing and physical examination and review pathophysiologic
principles as a guide to caring for patients. Students will
develop an understanding of relationships between disease
states and the patient from the medical, social and emo-
tional points of view. The team approach allows students
the opportunity to actively work toward the goals of quality
patient care while reinforcing medical principles. Patient
assessment and management are reviewed to include the
generation of a dierential diagnosis, oral presentation of
patient data to the supervising physician and appropriate
referral of patients. Prerequisite: Successful completion of
all first-year PA program courses and evaluations. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 4
PHA - 583 Internal Medicine II
This clinical practice rotation is designed to immediately
follow Internal Medicine I and reinforce internal medicine
concepts through practice in an internal medicine sub-
specialty. Through participating directly in patient care,
students have the opportunity to evaluate and manage a
variety of patients and their problems. Students further
develop their skills in history taking and physical examina-
tion and review pathophysiologic principles as a guide to
caring for patients. Students will develop an understanding
of relationships between disease states and the patient from
the medical, social and emotional points of view. The team
approach allows students the opportunity to actively work
toward the goals of quality patient care while reinforcing
medical principles. Patient assessment and management are
reviewed to include the generation of a dierential diag-
nosis, oral presentation of patient data to the supervising
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physician and appropriate referral of patients. Prerequisite:
Successful completion of all first-year PA program courses
and evaluations. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 4
PHA - 584 General Surgery I
The student will be introduced to the principles of preopera-
tive, operative and postoperative care, diagnosis of surgical
disease, indications for surgery, recognition and response
to surgical emergencies, and the physiological principles of
surgery are presented. Technical experience is provided in
the operating rooms. Lectures and/or conferences provide
additional direct contact with other members of the inter-
professional healthcare team. Prerequisite: Successful
completion of all first year PA program courses and evalu-
ations. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 4
PHA - 585 General Surgery II
This clinical practice rotation is designed to immediately
follow General Surgery I and reinforce general surgery
concepts through the practice of a surgical subspecialty.
Students will continue their exposure to the principles of
preoperative, operative and postoperative care, diagnosis
of surgical disease, indications for surgery, recognition and
response to surgical emergencies, and the physiological
principles of surgery are presented. Technical experience
is provided in the operating rooms. Lectures and/or confer-
ences provide additional direct contact with other members
of the interprofessional health care team. Prerequisite:
Successful completion of all first year PA program courses
and evaluations. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 4
PHA - 586 Women’s Health
The student will learn routine obstetrics, gynecologic health
maintenance and patient education. Identification and man-
agement of pregnancy, infertility, gynecologic oncology, fam-
ily planning and psychosomatic disorders will be introduced.
Normal psychological changes in obstetrics and gynecology
will also be covered. Prerequisite: Successful completion of
all first year PA program courses and evaluations. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 4
PHA - 587 Pediatrics
Principles and practice patient care from birth through
adolescence are studied by providing direct patient care.
Students will learn basic pediatric assessment, diagnosis,
treatment and appropriate referral. The rotation will also
provide exposure to developmental milestones, routine
immunizations, common childhood illnesses, infant/child
safety and patient/parent education. Seminars, conferences,
lectures and case presentations provide additional learning
experiences. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 4
PHA - 588 Behavioral Health
Provides exposure to major psychiatric disorders focusing
on diagnosis and management. Emphasis on aspects of psy-
chology and psychiatry relevant to primary practitioner with
a holistic approach to patient care, recognizing significant
biological, psychological and social/environmental factors
contributing to the patient’s illness. Prerequisite: Successful
completion of all first year PA program courses and evalu-
ations. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 4
PHA - 589 Long Term Care/Geriatrics
Supervised clinical practice experience is provided in long
term care/geriatrics, with a focus on rehabilitative medicine,
geriatric medicine and the care of patients with chronic and/
or terminal disease. Physical therapy, occupational therapy,
and rehabilitation of patients with physical, psychologi-
cal and social disabilities is also introduced. Prerequisite:
Successful completion of all first year PA program courses
and evaluations. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 4
PHA - 590 Emergency Medicine
Students will see patients in all areas of the emergency
department under supervision of attending physicians, PAs
or advanced practice nurses. Students will perform histo-
ries and physical examinations, record their findings and
discuss patients with assigned preceptors. Students will
formulate diagnosis and treatment plans, bearing in mind
the inherent time, patient risk and cost factors. Students will
learn the assessment, diagnosis, and treatment of common
emergency room patients and their complaints. Prerequisite:
Successful completion of all first-year PA program courses
and evaluations. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 4
PHA - 591 Elective I
Elective rotation I may include any medical or surgical prac-
tice area as approved by the director of Clinical Education.
This four-week rotation may provide a more in-depth study
of one clinical practice area of interest to the student.
Students are expected to provide patient care under the
supervision of the preceptor. Learning experiences should
include taking histories and performing physical exams,
formulating a dierential diagnosis, assessment and treat-
ment plan. Experiences may also include performing com-
mon procedures in the specific area of practice or going to
the operating room (if applicable). Prerequisite: Successful
completion of all first year PA program courses and evalu-
ations. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 4
PHA - 592 Elective II
Elective rotation II may include any medical or surgical prac-
tice area as approved by the director of Clinical Education.
This four-week rotation may provide a more in-depth study
of one clinical practice area of interest to the student.
Students are expected to provide patient care under the
supervision of the preceptor. Learning experiences should
include taking histories and performing physical exams,
formulating a dierential diagnosis, assessments, and
treatment plans. Experiences may also include performing
common procedures in the specific area of practice or going
to the operating room (if applicable). Successful completion
of all first year PA program courses and evaluations. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 4
PHA - 593 Advanced Clinical Practice I
This course is part one of a two-part course series in an
advanced area of PA practice. This course consists of a
15-week rotation in a single, focused area of advanced PA
clinical practice. Students will select from several areas of
medicine or surgery as they are available. Availability of
advanced practice clinical areas and locations are deter-
mined by the director of Clinical Education. Advanced clini-
cal rotations will generally require a minimum of 40 contact
hours per week. Prerequisite: Successful completion of
second year PA rotations and evaluations. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 15
PHA - 594 Advanced Clinical Practice II
This course is part two of the two-part course series and
consists of a 15-week rotation in a single, focused area of
advanced PA clinical practice. Students will select from
several areas of medicine or surgery as they are available.
Availability of advanced practice clinical areas and loca-
tions are determined by the Director of Clinical Education.
Advanced clinical rotations will generally require a minimum
of 40 contact hours per week. Prerequisite: Successful
completion of PAS 593 - Advanced Clinical Practice I. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 15
PHA - 595 Master’s Research Project I
This is the first of a two-part course sequence that will
integrate the critical thinking, application of research data
analysis, and presentation skills taught throughout the
program in a formative research capstone project. Students
are expected to apply knowledge obtained from PHA 521:
Research and Statistics and participation in journal club
activities in the development of their project. Students will
work with an assigned faculty adviser to develop a clinical
research question and gather, analyze and critique relevant
research literature related to the proposed question to
develop an extensive literature review paper. Students will
use this information in the next part of the course sequence
to prepare a master’s capstone project designed to develop
a potential research study. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1
PHA - 596 Master’s Research Project II
This is the second of a two-part course sequence that will
integrate the critical thinking, application of research data
analysis and presentation skills taught throughout the
program in a formative research capstone project. Students
are expected to apply knowledge obtained from PHA 521:
Research and Statistics and participation in journal club
activities in the development of their project. Students will
work with an assigned faculty adviser to develop a fea-
sible research project based on the research question and
literature review developed in PHA 595. Students will then
prepare a master’s capstone paper and presentation based
on their original research study design. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
PHA - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
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PHR - 556 Tools for Research
This course focuses on the practical elements required to
work as a scientist in modern times. It includes didactic lec-
ture and computer practice on Power Point, poster making,
importing into word documents, Adobe Photoshop, Sigma
Plot, Grants.org, on line proposal submission, advanced med-
line searches, Excel spreadsheets, and reference managing
systems. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
PHR - 594 Structure Function and Pharmacology Of Cell
Receptors
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
No. Credit(s): 3
PHR - 699 Doctoral Research
Laboratory research for the doctoral dissertation for PhD
candidates only. By special arrangement. Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: No. Credit(s): 1-9
PHR - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students who
have not completed their degree requirements are required
to maintain Continuous Enrollment through the college
of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
PHY - 503 Physiology of the Striated/Cardiac Muscle
This course serves as an introduction to the basic properties
of cellular electrophysiology using the cardiac muscle as an
example. It introduces structural, molecular and cellular fac-
tors of cell excitation as well as its spread throughout the cell
and/or tissue. The course should be useful to students of the
cardiovascular system or muscle at all dierent levels across
disciplines such as physiology, biochemistry, pharmacology
and pathphysiology. The course includes lectures as well as
laboratory sessions in which experimental techniques are
demonstrated that allow the quantification of the parameters
discussed in the lecture. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: Yes. Credit(s): 3
PHY - 511 Graduate Physiology I
Comprehensive physiology course dealing with all major or
an systems except the CNS. Concept formation and prob-
lem solving are stressed. Lectures are supplemented by
small group discussions and laboratory exercises. Students
are expected to discuss assigned study questions in group
discussions. Laboratory exercises are divided between con-
ventional experiments and computer simulations of physi-
ological systems. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: Yes. Credit(s): 5
PHY - 512 Graduate Physiology II
Continuation of PHY 511. This is the second of two courses
that focuses on cellular, tissue and organ-based physiology.
The first half of the course discusses renal physiology, acid-
base balance, gastrointestinal physiology, gastrointestinal
and reproductive physiology. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 3
PHY - 590 Special Topics in Physiology
Advanced course dealing with selected topics in physiology.
Particular subjects vary from year to year. Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 1-9
PMR - 781 Research in Physical Medicine & Rehabilitation
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, respon-
sibilities, amount of supervision, and the specific dates of
the rotation. Credit toward graduation is granted assuming
that the research project is ongoing throughout the aca-
demic year. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from the
director of Clinical Curriculum before beginning the rota-
tion. Research rotations are scheduled for a minimum of four
weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply
to the rule of eight weeks maximum credit for coursework
in a single subspecialty. This decision is at the discretion of
the Oice of Clinical Curriculum. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s):
4-8
PMR - 791 Physical Medicine & Rehabilitation
This course introduces the student to the field of Physical
Medicine and Rehabilitation (PM&R). The course includes
introduction in the care of patients with disabilities due
to strokes, spinal cord injuries, head trauma, amputations,
movement disorders, arthroplasties, etc. In addition, the
student is expected to observe, understand, and learn what
services are provided by the allied health professional sta,
and when it is appropriate to prescribe these services.
Elective Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 2-4
PMR - 792 Physical Med & Rehab Virtual Away Elect
This two-four week online PM&R course is designed to allow
non-Rush fourth year students interested in auditioning in
PM&R at Rush explore the field in addition to interacting with
faculty & residents. The course is centered around 1 week
learning modules on a single diagnosis (i.e. Stroke) where the
students are given a clinical case they will use as a backdrop
for their learning. Each day, the students will be required to
submit 1-2 paragraph responses to questions, complete a
group discussion (students only), group discussion with a
resident, and receive a didactic lecture from an attending
physician. In addition, the course will incorporate concepts
of disability, have mock oral boards cases, and have a virtual
get-together with residents from the program. At the end of
the course, the students have to present a 20 minute presen-
tation on a topic of their choice. They will be evaluated based
upon the quality of their presentation, daily submissions,
and quality of interaction/participation in group discussions.
Retake course for credit: No. Pass/No pass grading allowed:
No. Credit(s): 1-2
PSY - EXM Psychiatry Exam Remediation
Remediation of course examination. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
PSY - REM Psychiatry Clinical Remediation
Remediation of clinical weeks. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
PSY - 7EI Psychiatry Individualized Elective
Students may receive credit for an individually arranged elec-
tive with a Rush faculty member. In order to receive credit
for such a rotation, the person to whom the student will be
responsible must write a letter stating the student’s activi-
ties, responsibilities, amount of supervision, and specific
dates of the rotation. The sponsoring faculty member must
complete an evaluation of the student’s performance at the
conclusion of the elective. Students must submit a proposal
to the Oice of Clinical Curriculum for approval at least eight
weeks before the rotation and must have written approval
from the assistant dean of Clinical Education before begin-
ning the rotation. Students may receive four weeks of credit
for an individually arranged elective. Credit for a maximum
of only one individually arranged elective will count toward
graduation requirements. Elective Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
PSY - 701 Core Clerkship: Psychiatry
This course provides basic medical and didactic exposure
to the major psychiatric disorders focusing on diagnosis and
management. Emphasis is placed on aspects of psychiatry
relevant to the primary practitioner with a holistic approach
to patient care, recognizing the significant biological, psy-
chological and social/environmental factors contributing to
the patient’s illness. Systems concepts of care are presented
in an integrated manner through graded, intensive clinical
experiences. Inpatient settings employed for assignment of
patient responsibility include general adult, intensive adult,
consultation-liaison services and clinical research. Required
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
PSY - 783 Research in Psychiatry
The student is exposed to basic clinical psychiatric research
and be involved with patients with a wide spectrum of
psychiatric disorders. Most of the research is based on using
medical treatment that is investigational. The objectives
of this clerkship are to become familiar with basic clinical
research, including use of psychiatric rating scales, and
basic research design. Elective Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
PSY - 792 Psychiatric Consult (Med/Psych)
This course is designed for students interested in the
internal medicine/psychiatry residency or psychiatry in a
consultation/liaison setting. Adults hospitalized on medical,
surgical, obstetric and neurological services are studied with
supervised diagnostic evaluation and continuing manage-
ment. Integration of medical, psychological and family issues
are emphasized, including the role of the milieu-home,
community and hospital. Special work is done with dialysis
patients, transplant patients, patients with malignancy and
those undergoing intensive care. The course is planned as
an experience in all areas, with emphasis depending upon
student interest and needs. Those interested in the com-
bined internal medicine/psychiatry residency may choose to
have additional experiences to acquaint them with the resi-
dency and this combined approach to patient care. Elective
Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4-6
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PSY - 793 Child Psychiatry
In this course, students will work with the treatment teams
of the 4 Kellogg Child Psychiatric Inpatient Unit, the Rush
Therapeutic Day School, the Medication Clinic, a residential
treatment center for emotionally and behaviorally disturbed
students and outpatient services for children and ado-
lescents. Students attend seminars in child development,
psychopathology, psychopharmacology and therapeutic
modalities. Students participate in multidisciplinary sta-
ing’s case conferences, departmental grand rounds and the
journal club. Optional experience in school consultation at a
therapeutic school for autistic children, and forensic consul-
tant at the Juvenile Detention Center is available. Students
are supervised by faculty members and child psychiatry
fellows. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 4
PSY - 794 Adult Psychiatry
The objective of this course is to increase the student’s
knowledge of various psychiatric disorders and to improve
knowledge and skills in drug therapy, individual psychother-
apy, family therapy and group therapy. Emphasis is placed
on crisis management and brief therapy in inpatient settings.
Elective Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 2-4
PSY - 795 Geriatric Psychiatry
Objectives of this course are: (1) to increase the amount
of experience in treating elderly patients with psychiatric
diagnostic skills, and the use of psychotherapy and pharma-
cotherapy with elderly patients; (2) to learn the psychologi-
cal changes that accompany the aging process; and (3) to
become familiar with normal and abnormal states and pro-
cesses in the elderly. These objectives are accomplished via:
(a) readings in the field of geriatric psychiatry, and (b) direct
treatment of selected patients with supervision by attending
psychiatrists, fellows and residents. Elective Retake Counts
for Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s):
4
PSY - 796 Addiction Medicine
The Rush Addition Medicine Elective is designed for medical
students to learn: the role of outpatient addiction medicine
treatment including the role of opioid replacement treat-
ment for treatment of opioid use disorders, the role of
psychosocial and dual diagnosis treatments, and the barriers
to starting the medication and linking with treatment, the
general approach to patients poisoned by drugs of abuse
including recognition of basic toxidromes, the evaluation
and treatment of overdoses and toxicities related to drugs
of abuse, and the treatment of opioid and alcohol with-
drawal syndromes in the inpatient, outpatient, and emer-
gency department setting, the role of harm reduction in
treating addiction, including the prescription of the opioid
overdose antidote naloxone. and apply skills in application
motivational interviewing and the stages of change model
to patients with substance use disorders. They will have
the opportunity to work directly with the Rush Substance
Use Intervention Team and gain an understanding of the
breadth of treatments available in the outpatient setting.
Students will be trained with materials adapted from the
PCSS buprenorphine x-waiver training course in order to
make sure are aware how medication assisted treatment for
opioid use disorders aects and could benefit their patients.
Students have a choice of taking this elective for two or four
weeks. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 2-4
PSY - 797 Advanced Psychiatry: Road Home Program
The Advanced Psychiatry Elective: the Road Home Program
elective is designed to further students’ education by: 1) pro-
viding students with an opportunity to work with veterans, a
vulnerable population with unique needs; 2) giving students
first-hand exposure to the processes involved in group
psychotherapy, specifically cognitive processing therapy
for post-traumatic stress disorder but also alternative
treatments such as yoga and mindfulness; and 3) provid-
ing students the experience of being on a treatment team
which manages combat-related issues such as suicidality,
depression, post-traumatic stress disorder, traumatic brain
injury, military sexual trauma, and substance use disorders.
Students have a choice of taking this elective for two or four
weeks. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 2-4
PTH - 7EI Pathology Individualized Elective
Students may receive credit for individually arranged activi-
ties with Rush faculty members, outside faculty personal,
private physicians or researchers or persons in medically
related field such as medical historians, ethicists, attorneys
and medical journalists. In order to receive credit for such a
rotation, the person to whom the student will be responsible
must write a letter stating the student’s activities, responsi-
bilities, amount of supervision, specific dates of the rotation
and that the student will not receive any monetary com-
pensation. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from the
director of Clinical Curriculum before beginning the rotation.
Students may receive four weeks of credit for an individu-
ally arranged elective. Credit for a maximum of only one
individually arranged elective will count toward graduation
requirements. Elective Retake Counts for Credit: Yes. Pass/
No Pass Grading Allowed: Yes. Credit(s): 4
PTH - 781 Research in Pathology
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, respon-
sibilities, amount of supervision, and the specific dates of
the rotation. Credit toward graduation is granted assuming
that the research project is ongoing throughout the aca-
demic year. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from the
director of Clinical Curriculum before beginning the rota-
tion. Research rotations are scheduled for a minimum of four
weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply
to the rule of eight weeks maximum credit for coursework
in a single subspecialty. This decision is at the discretion of
the Oice of Clinical Curriculum. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s):
4-8
PTH - 791 Pathology
This course is aimed at students who are considering post-
graduate training in pathology and students who desire
to enhance and complement their knowledge of general
pathology. The student experiences what training in pathol-
ogy is all about and realize that there are many aspects in
this intriguing field. The student has hands-on experience
in the techniques of grossing specimens in surgical pathol-
ogy, molecular diagnostic techniques, image analyses, and
clinical laboratory procedures. The student is encouraged
to get involved in the performance of autopsies, including
weekends, if so desired. On the last day of the course, the
students prepare a 20-minute presentation to the depart-
ment on a topic mutually agreed upon with the Course
Director. The students have intimate contact with the resi-
dents and attending sta. Their activities will be supervised
by the Course Director on a regular basis. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
PVM - 553 Observational Epidemiology
Course will provide an in-depth description of case- control
and cohort studies. This includes the dierent types (e.g.,
hospital- or population-based controls, retrospective and
prospective cohorts, nested case- control), their strengths,
weaknesses and uses, the definition and selection of cases
and controls, matching and sampling, the definition and selec-
tion of exposure and comparison groups, the ascertainment
of disease status and exposure status, and issues in analysis
and interpretation of data, including the role of bias (selec-
tion bias, confounding bias, recall bias, misclassification of
disease and exposure status), the eect of non-participation
and loss to follow-up, and the application of various analytic
approaches (stratification, standardization, and multivariate
models). The computation, interpretation and application
of basic epidemiologic concepts and statistics will be rein-
forced throughout the course, including measures of disease
frequency (prevalence, incidence, attack rate) and measures
of association (relative risk, odds ratio, risk dierence, popula-
tion attributable risk). Landmark studies illustrating the dier-
ent types of case-control and cohort studies will be described.
Trainees will be assigned readings from basic epidemiologic
texts as well as publications from major case-control and
cohort studies. Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 1
PVM - 781 Research in Preventive Medicine
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, responsibili-
ties, amount of supervision, and the specific dates of the
rotation. Credit toward graduation is granted assuming that
the research project is ongoing throughout the academic
year. Students must submit a proposal to the Oice of Clinical
Curriculum for approval at least eight weeks before the
rotation and must have written approval from the director of
Clinical Curriculum before beginning the rotation. Research
rotations are scheduled for a minimum of four weeks of credit
with the expectation that the full project will extend beyond
the formal course duration. Depending on the proposal, the
weeks of credit may or may not apply to the rule of eight
weeks maximum credit for coursework in a single subspe-
cialty. This decision is at the discretion of the Oice of Clinical
Curriculum. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 4-8
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RAD - 7EI Diagnostic Radiology Individualized Elective
Students may receive credit for an individually arranged
elective with a Rush faculty member. In order to receive
credit for such a rotation, the person to whom the student
will be responsible must write a letter stating the student’s
activities, responsibilities, amount of supervision, and spe-
cific dates of the rotation. The sponsoring faculty member
must complete an evaluation of the student’s performance
at the conclusion of the elective. Students must submit a
proposal to the Oice of Clinical Curriculum for approval at
least eight weeks before the rotation and must have written
approval from the assistant dean of Clinical Education before
beginning the rotation. Students may receive four weeks of
credit for an individually arranged elective. Credit for a maxi-
mum of only one individually arranged elective will count
toward graduation requirements. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
RAD - 711 Interventional Radiology
This clinical clerkship exposes the student to interventional
radiology with emphasis on patient care. Both non-vascular
as well as vascular interventional examinations are per-
formed on inpatients as well as outpatients. Students have
assigned readings and are able to attend lectures given
by the Diagnostic Radiology attending sta and residents
included under the Diagnostic Radiology clerkship. Elective
Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
RAD - 721 Radiation Oncology
In this course students participate in the normal activities of
the department including consultations, treatment plan-
ning, and follow-up care of cancer patients. The student is
assigned to multiple services, allowing exposure to dierent
cancer sites. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 2-4
RAD - 781 Research in Radiology
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, respon-
sibilities, amount of supervision, and the specific dates of
the rotation. Credit toward graduation is granted assuming
that the research project is ongoing throughout the aca-
demic year. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from
the director of Clinical Curriculum before beginning the
rotation. Research rotations are scheduled for a minimum of
four weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending on
the proposal, the weeks of credit may or may not apply to the
rule of eight weeks maximum credit for coursework in a single
subspecialty. This decision is at the discretion of the Oice
of Clinical Curriculum. Elective Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4-8
RAD - 791 Diagnostic Radiology
In this course basic radiologic principles are demonstrated,
and the role of the diagnostic radiologist in the clinical setting
of general patient care, and medical and surgical specialty
consultations is emphasized. Each student prepares one case
for the teaching file and gives one oral presentation. Students
have assigned readings to complete, and are tested by a writ-
ten final examination. Students are also urged to attend the
two daily departmental teaching conferences. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
RAD - 796 Nuclear Medicine
In this course all facets of the disciplines of nuclear medicine
are studied, with particular emphasis on radionuclide scan-
ning of organ systems for diagnostic and research purposes.
Emphasis is on pathophysiologic correlation and case study.
Literature review and individual topics are encouraged to
provide in-depth study in the broad field of nuclear medicine.
Retake Counts for Credit: Yes. Pass/No Pass Grading Allowed:
Yes. Credit(s): 2
RCP - 501 Foundations of Professional Practice
This course is designed to provide the student with the
knowledge and skills to appropriately utilize evidence-
based communication, teamwork, and conflict resolution
concepts. The opportunities and challenges of social media
in professional and personal contexts will also be explored.
Additionally, the course will provide an overview of informat-
ics topics that are most relevant to professional practice,
namely, informatics standards, standardized clinical terminol-
ogy, electronic health records, and information literacy. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
RCP - 511 Introduction to Respiratory Care
This course provides students with the principles of chemis-
try and physics as they apply to respiratory care, an introduc-
tion to patient assessment, laboratory findings, radiography
and pathophysiology related to common cardiopulmonary
disorders. Specific modes of respiratory care are examined
to understand principles of application to common cardio-
pulmonary disorders and related interventions indications,
hazards, contraindications and evaluation. Prerequisite:
Admission to the program. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
RCP - 512 Cardiopulmonary Anatomy And Physiology
Students will pursue an in-depth study of cardiac and
pulmonary anatomy and physiology, as well as diagnostic
procedures commonly used in the hospital to evaluate these
systems. Topics include function of the respiratory system,
ventilatory mechanics, gas transport in the blood, natural
and chemical regulation of breathing, circulation, blood flow
and pressure, and cardiac output. The heart-lung relation-
ship and clinical applications of these phenomena in the pul-
monary system will be emphasized. Prerequisite: Admission
to the program. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 5
RCP - 515 Respiratory Care Pharmacology
This course introduces the physiologic and pharmacologic
basis of pulmonary and cardiac medications. Students will
study the preparation, as well as the calculation of dos-
ages and mixtures. General principles of pharmacology as
a basis for an in-depth discussion of bronchoactive, mucus
controlling drugs, surfactant and aerosolized anti-infective
agents, and the drug groups related to the cardiopulmonary
system such as neuromuscular blocking agents, central
nervous system depressants, cardiovascular agents, diuret-
ics and antimicrobial agents will be included. Prerequisite:
Admission to the program. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
RCP - 520 Respiratory Care Equipment & Techniques
This course provides students with the opportunity to gain
hands-on experience with respiratory care equipment.
Students select, assemble, and check equipment for proper
function, operation and cleanliness. Equipment malfunctions
and actions to correct malfunctions will also be covered.
Equipment will include oxygen delivery devices, humidifiers,
aerosol generators, pressure ventilators, gas delivery, meter-
ing and analyzing devices, percussors, vibrators, environ-
mental devices, manometers, gauges and vacuum systems.
Maintenance of artificial airways, fiberoptic bronchoscopy,
thoracentesis, chest tube maintenance and arterial blood
gas sampling will also be discussed. Basic and advanced life
support will be covered to include cardiopulmonary resus-
citation, artificial ventilation and circulation, endotracheal
intubation, airway care, recognition and treatment of
arrhythmias, and cardiovascular pharmacology. Related
equipment will also be reviewed to include manual resusci-
tators, artificial airways, defibrillators and cardiac monitors.
RCP 511, RCP 512. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 4
RCP - 521 Patient Assessment
Fundamentals of respiratory assessment will be covered to
include review of existing data in the patient record, patient
history, physical examination, oximetry, blood gases, respira-
tory monitoring, pulmonary function assessment, laboratory
studies, chest and upper airway radiographs, ventilation/
perfusion scans, bedside EKG interpretation and cardio-
vascular monitoring. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 4
RCP - 522 Pulmonary Disease
Topics include the etiology, pathophysiology, diagnosis,
treatment and prognosis of common pulmonary diseases
and conditions. Respiratory care management of non-respi-
ratory disorders commonly encountered in the critical care
unit will also be covered. Pulmonary and critical care medi-
cine, obstructive and restrictive pulmonary disease, neoplas-
tic disease of the lung, infectious diseases, neurological and
neuromuscular disorders, drowning, burns, smoke inhalation,
carbon monoxide poisoning, drug overdose and respira-
tory care of the post-operative patient will be reviewed.
Prerequisite: RCP 512. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 3
RCP - 523 Mechanical Ventilation
Provides instruction in the theory, set-up, operation and
maintenance of mechanical ventilators, their associated
modes of ventilation and related equipment. Topics include
mechanical ventilator theory, ventilator operation, modes
of ventilation, ventilator maintenance and trouble shooting.
Prerequisite: RCP 511, RCP 512. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 4
RCP - 530 Cardiac Diseases
Topics include the etiology, pathophysiology, diagnosis,
treatment and prognosis of common cardiac and cardiovas-
cular conditions. Respiratory care management of cardiac
and cardiovascular disorders, shock, trauma, renal failure,
acute GI disturbances, and invasive cardiovascular proce-
dures will be reviewed. Additionally, learners will learn to
interpret 12-lead ECGs and obtain their ACLS credentials.
RCP 512 Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
RCP - 531 Critical Respiratory Care
Provides instruction on all phases of adult critical care and
continuous mechanical ventilation. Topics include physiol-
ogy and classification of mechanical ventilation, acid base
balance, indications for mechanical ventilatory support,
implementation, monitoring, ventilator weaning and discon-
tinuance will be covered. Advanced critical care techniques
for invasive and non-invasive patient monitoring will be cov-
ered. Hemodynamic monitoring will include arterial pressure
monitoring, central venous and pulmonary artery catheters,
and cardiac output measurement. Non-invasive monitoring
techniques including oximetry, transcutaneous monitoring,
capnography, ventilator graphic analysis, and assessment of
the critical ill patient will also be reviewed. Prerequisite: RCP
512, RCP 520 RCP 521, RCP 522, RCP 523. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 4
RCP - 532 Pulmonary Function Testing
Provides a hands-on experience conducting and interpreting
complete pulmonary function tests to include spirometry,
lung volumes, and diusing capacityon. Common varia-
tions such as bronchoprovocation testing and bronchial
responsiveness along with tests for muscle weakness are
also included. In addition, the student will learn the opera-
tion, maintenance, and quality control principles for all
common pulmonary function and gas analysis equipment.
Bronchoscopy, exercise testing, and metabolic testing will
also be reviewed. Prerequisite: RCP 512, RCP 522. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
RCP - 533 Pediatric & Neonatal Respiratory Care
This course is designed to provide the student with the
opportunity to utilize evidence-based knowledge and critical
thinking skills in the planning and provision of comprehen-
sive respiratory care to newborns, infants, children, and ado-
lescents along the health-illness continuum. Topics include
fetal growth and development, neonatal and pediatric
cardiopulmonary physiology and pathophysiology, respira-
tory care assessment of the newborn, infant and pediatric
patient, as well as respiratory care diagnostic and thera-
peutic interventions targeted to specific cardiopulmonary
pathologies. Prerequisite: RCP 512, RCP 520 RCP 521, RCP
522, RCP 523. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 4
RCP - 534 Clinical Practice I
Students will observe and achieve competencies related to
respiratory procedures in general medical/surgical floors
and adult intensive care units. Introduces students to clini-
cal respiratory care procedures. Topics include introduc-
tion to the clinical ailiate, patient assessment, medical
gas therapy, aerosol therapy, incentive spirometry, positive
pressure breathing, chest physiotherapy and airway care.
Prerequisites: Satisfactory completion of first two semesters
of course work. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
RCP - 563 Research Methods
This course introduces the student to methods of scientific
research to include review of literature, research designs,
sampling techniques, variables and measurement, appraisal
of the quality of existing evidence, research ethics, and for-
mulation of a problem statement and hypothesis. Students
will also produce the first draft of a research proposal.
Prerequisite: Admission to the program. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
RCP - 565 Research Project
Guided activities to complete the research protocol, cre-
ate data collection instruments and begin data collection.
Prerequisite: RCP 563. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 1
RCP - 566 Education
This course provides an introduction to basic principles
and techniques used in respiratory care education. Topics
include patient education, in-service education, needs
assessment, writing objectives, lesson plan development,
development of learning activities, use of media, develop-
ment of presentations and evaluation. Motivational inter-
viewing and smoking cessation are also introduced. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
RCP - 567 Management
Management theory and practical application is explored.
Supervisory, management and leadership qualities and
responsibilities are studied as well as organizational struc-
tures. Students are shown how these principles apply to
organizations generally and Respiratory Care departments
specifically. Students are introduced to hospital organiza-
tion, health care finance, quality assurance and improve-
ment, and health care regulation Prerequisite: Admission to
the program. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
RCP - 569 Clinical Practice II
This course provides students the opportunity to further
develop both basic and advance skills required in the inten-
sive care of the respiratory patient. Topics include patient
assessment, medical gas therapy, aerosol therapy, incentive
spirometry, positive pressure breathing, chest physiother-
apy, airway care using nasal, endotracheal, tracheal tubes,
initiation of mechanical ventilation, patient stabilization and
monitoring, evaluation of hemodynamic variables, bronchial
hygiene, evaluation for weaning, endotracheal intubation,
extubation, arterial line sampling, arterial puncture, blood
gas analysis, and non-invasive monitoring. The students will
also complete a pulmonary function, bronchoscopy observa-
tion, long-term care and pediatric rotations. Prerequisite:
Satisfactory completion of first-year coursework. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 7
RCP - 570 Cardiopulmonary Diagnostics
This advanced cardiopulmonary diagnostics course covers
a range of tests that assess dierent body systems. Topics
include polysomnography and sleep disorders, metabolic
testing, ultrasound, and echocardiography. Learners will
observe tests, identify indications, interpret findings, and
describe the equipment required for each. Prerequisite: RCP
512, RCP 522, RCP 530. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
RCP - 573 Research Project II
Guided activities to continue data collection, begin data
analysis, interpret findings, and begin manuscript preparation.
Prerequisite: RCP 563. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
RCP - 575 Clinical Practice III
This course provides an opportunity to acquire clinical expe-
rience in the intensive care of neonatal and pediatric patients.
Topics include patient assessment, medical gas therapy, aero-
sol therapy, incentive spirometry, chest physiotherapy, airway
care, initiation of mechanical ventilation, patient stabiliza-
tion and monitoring, evaluation of hemodynamic variables,
bronchial hygiene, evaluation for weaning, endotracheal
intubation, monitoring (invasive and non-invasive), labor and
delivery assistance and transport. Students are also given the
opportunity to further develop their adult critical care skills.
Prerequisite: RCP 569. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 7
RCP - 577 Clinical Seminar
Learners review respiratory care across the life span with
an emphasis on problem-solving and decision-making.
Practice board credentialing examinations will be admin-
istered. Current issues relevant to respiratory care will be
explored to include new trends in management, new treat-
ments and technologies, ethical issues in health care, and
issues related to professional development and practice.
Prerequisite: Second-year status. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
RCP - 583 Research Project III
Guided activities to answer an appropriate research ques-
tion, data analysis, research presentation and develop
a manuscript for completion of the required program
research requirements. Prerequisite: RCP 563 Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
RCP - 585 Clinical Practice IV
This course provides an opportunity to advance the stu-
dents clinical experience in neonatal and pediatric respira-
tory care in the areas of patient assessment and monitoring
(invasive and non-invasive), mechanical ventilation, ECMO,
airway care, labor and delivery assistance and transport.
Students will also have an opportunity for reinforcement
of adult intensive care. In addition, students are provided
with an opportunity in home health, skilled nursing facil-
ity, pulmonary rehabilitation and sleep. Prerequisite: RCP
575. Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: No. Credit(s): 8
RCP - 589 Disease Management/Home Health
This course places emphasis on decision-making and
problem-solving as they relate to clinical respiratory care
and disease management. Current issues relevant to
respiratory care will be discussed such as ethical issues in
health care, smoking cessation, palliative care, and issues
related to professional development and practice. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
RCP - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to all
admitted students after completing one semester. Master
or Doctoral students should follow program requirements
for continuous enrollment and degree completion. Students
who have not completed their degree requirements
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
are required to maintain Continuous Enrollment through
the College of their program until the degree is earned.
Continuous Enrollment courses are graduate level courses
set up by departments at Rush University for students who
need to remain actively enrolled in the University while they
finish their graduate work. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 1
RMC - M3 Clinical Curriculum Enrollment
This course acts as place holder for billing purposes. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: No.
Credit(s): 1
RMC - M4 Clinical Curriculum Enrollment
This course acts as a place holder for billing purposes.
Retake Counts for Credit: Yes. Pass/No Pass Grading
Allowed: No. Credit(s): 1
RMC - 5EI Basic Biomedical Research
Students who have been selected to complete the RMC
Summer Research Fellowship Program will meet weekly to
discuss their independent research projects. Discussions
will emphasize how to give a poster presentation, crafting an
abstract, and creating a poster. Students will work with each
other in small groups to discuss progress of their individual
projects and troubleshoot problems they encounter with
their research. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: Yes. Credit(s): 1
he end of the M3 yr. At the conclusion of medical school,
each RMC student will be the “Rush Medical College Expert”
on their specific topic. Rush will support students who opt to
publish their project with their faculty mentor. Potential pub-
lication types include case reports, book chapters, abstracts,
and research papers. During the M1 year, each medical stu-
dent will identify a main theme they are interested in investi-
gating throughout the three years of the project. Each year,
students will be responsible for developing topics related
to their theme. For each topic, the student identify and
complete learning objectives, work with a faculty adviser
and submit documentation to the faculty member who will
provide advice, feedback and mentoring. Themes can be re-
shaped learning objectives that correspond to their current
course work. Required Retake Counts for Credit: Yes. Pass/
No Pass Grading Allowed: No. Credit(s): 1
RMD - EXM Primary Care Exam Remediation
Remediation of course examination. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
RMD - REM Primary Care Clinical Remediation
Remediation of clinical weeks. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
RMD - 519 Capstone III
Continuation of RMD 518 . The Capstone Project is a self-
directed, longitudinal activity that will commence during
the M1 year and culminate in a presentation at the end of
the M3 yr. At the conclusion of medical school, each RMC
student will be the “Rush Medical College Expert” on their
specific topic. Rush will support students who opt to publish
their project with their faculty mentor. Potential publication
types include case reports, book chapters, abstracts, and
research papers. During the M1 year, each medical student
will identify a main theme they are interested in investigat-
ing throughout the three years of the project. Each year,
students will be responsible for developing topics related
to their theme. For each topic, the student identify and
complete learning objectives, work with a faculty and sub-
mit documentation to the faculty member who will provide
advice, feedback and mentoring. Themes can be re-shaped
learning objectives that correspond to their current course
work. Required Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 1
RMD - 520 Capstone IV
Continuation of RMD 519. The Capstone Project is a self-
directed, longitudinal activity that will commence during
the M1 year and culminate in a presentation at the end of
the M3 yr. At the conclusion of medical school, each RMC
student will be the “Rush Medical College Expert” on their
specific topic. Rush will support students who opt to publish
their project with their faculty mentor. Potential publication
types include case reports, book chapters, abstracts, and
research papers. During the M1 year, each medical student
will identify a main theme they are interested in investigat-
ing throughout the three years of the project. Each year,
students will be responsible for developing topics related
to their theme. For each topic, the student identify and
complete learning objectives, work with a faculty adviser
and submit documentation to the faculty member who will
provide advice, feedback and mentoring. Themes can be re-
shaped learning objectives that correspond to their current
course work. Required Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: No. Credit(s): 1
RMD - 538 Basic Spanish for Medical Professionals
The Basic Spanish for Medical Professionals course
addresses the needs of medical students with little or no
experience in Spanish. Students develop communicative
proficiency and accuracy in the use of the Spanish language
in medical settings with Spanish speaking patients. Students
are exposed to pertinent information about Hispanic cul-
tures as well. Students also participate in language tasks
through listening, reading, writing, and conversation. Classes
will be taught in Spanish in order to immerse students in the
target language. Retake Counts for Credit: No: Pass/No Pass
Grading Allowed: No. Credit(s): 1
RMD - 539 Intermediate Spanish for Medical Professionals
The Intermediate Spanish for Medical Professionals course
designed for first year medical students to increase their
comfort level with Spanish-language interviews, examina-
tion, and patient education. The course is primarily focused
on developing medical Spanish language communication
skills for students with pre-existing Spanish conversational
skills, but will also incorporate the socio- cultural context of
Hispanic /Latino patients. Students also participate in lan-
guage tasks through listening, reading, writing, and conver-
sation. Classes will be taught in Spanish in order to immerse
students in the target language. Medical Spanish requires
longitudinal practice and which learners can enhance (or
lose) over time. As a result, the course is also intended to
help medical students understand and self-assess their pro-
ficiencies and limitations in medical Spanish and access help
when needed. This course expands across the first year of
medical school. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 1
RMD - 540 Humanities in Medicine I
This course examines how empathy, observation and
interpretation impact one’s experience of literature and the
arts. Particular attention will be paid to the ways in which
observation and engagement with the arts parallels observa-
tion and engagement in patient care. Individual sessions will
focus on the role of temporal and professional perspective
in describing medical events, dierences and similarities in
observational skills in the arts, and medicine and the use
of movement and drama exercises to examine how one
experiences and is experienced by others. Course activi-
ties will include museum visits, movement activities, acting
exercises, and reading and writing about selected works of
literature. Elective Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: Yes. Credit(s): 1
RMD - 541 Humanities in Medicine II
Continuation of RMD 540. This course examines how empa-
thy, observation and interpretation impact one’s experience
of literature and the arts. Particular attention will be paid
to the ways in which observation and engagement with the
arts parallels observation and engagement in patient care.
Individual sessions will focus on the role of temporal and
professional perspective in describing medical events, dif-
ferences and similarities in observational skills in the arts,
and medicine and the use of movement and drama exercises
to examine how one experiences and is experienced by
others. Course activities will include museum visits, move-
ment activities, acting exercises, and reading and writing
about selected works of literature. Elective Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 1
RMD - 542 Spanish for Medical Professionals I
The primary goal of this course is to make it possible for
students to communicate with patients whose dominant
language is Spanish. The best way to learn a language is to
practice as often as possible. From the onset of this course,
students are encouraged to use their Spanish language skills
in class in situations similar to those they may encounter in a
medical environment with Spanish-speaking patients. There
are in-class activities, such as role-playing, brief conversa-
tions, interviewing, and history taking. Students also expand
their Spanish vocabulary with an emphasis on medical termi-
nology. The students review the essentials of Spanish gram-
mar to enhance their ability to communicate. Furthermore,
the course includes informal presentations about dierent
aspects of Hispanic culture to both enhance the quality of
the relationship with Spanish-speaking patients and to avoid
misunderstandings about certain cultural values and expec-
tations. By familiarizing students with conversational Spanish
and medical Spanish, this course will enable students to
apply their learning to real-world situations, to assist with
communications, and ultimately to break down the barriers
between doctors and patients. This course also includes
a series of cultural extracurricular activities and Spanish
language websites for students to practice Spanish inde-
pendently outside of the classroom. By visiting museums,
restaurants and attending Hispanic movie sessions, students
will be able to engage in Spanish learning activities between
classroom sessions. Students will be able to utilize the
internet educational resources to fit their individual learning
styles, and to complement their in-class instruction and their
particular medical interests. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 1
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RMD - 543 Spanish for Medical Professionals II
The primary goal of this course is to make it possible for
students to communicate with patients whose dominant
language is Spanish. The best way to learn a language is to
practice as often as possible. From the onset of this course,
students are encouraged to use their Spanish language skills
in class in situations similar to those they may encounter in a
medical environment with Spanish-speaking patients. There
are in-class activities, such as role-playing, brief conversa-
tions, interviewing, and history taking. Students also expand
their Spanish vocabulary with an emphasis on medical termi-
nology. The students review the essentials of Spanish gram-
mar to enhance their ability to communicate. Furthermore,
the course includes informal presentations about dierent
aspects of Hispanic culture to both enhance the quality
of the relationship with Spanish-speaking patients and
to avoid misunderstandings about certain cultural values
and expectations. By familiarizing students with conversa-
tional Spanish and medical Spanish, this course will enable
students to apply their learning to real-world situations, to
assist with communications, and ultimately to break down
the barriers between doctors and patients. This course also
includes a series of cultural extracurricular activities and
Spanish language websites for students to practice Spanish
independently outside of the classroom. By visiting muse-
ums, restaurants and attending Hispanic movie sessions,
students will be able to engage in Spanish learning activities
between classroom sessions. Students will be able to utilize
the internet educational resources to fit their individual
learning styles, and to complement their in-class instruction
and their particular medical interests. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 1
RMD - 545 Sonographic Anatomy I
The course will enhance understanding of key preclinical
anatomy and physiology concepts through introducing stu-
dents to living normal sonographic anatomy and physiology,
clinically relevant pathophysiologic conditions, and common
ultrasound guided clinical procedures. Topics will be pre-
sented in parallel with the Rush M1 anatomy curriculum. We
will utilize a monthly to biweekly, interactive, hands-on work-
shop review of (1) normal anatomy and physiology: direct
sonographic visualization of anatomic structures and real-
time physiology on normal paid human models, (2) abnormal
anatomy and pathophysiology: sonographic visualization of
pathologic conditions through the use of a portable ultra-
sound simulator and review of actual clinical case images,
(3) ultrasound guided clinical procedures: performance of
common ultrasound guided clinical procedures on cadaver
and simulation models. Elective Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: Yes. Credit(s): 1
RMD - 546 Sonographic Anatomy II
Continuation of RMD 545. The course will enhance under-
standing of key preclinical anatomy and physiology
concepts through introducing students to living normal
sonographic anatomy and physiology, clinically relevant
pathophysiologic conditions, and common ultrasound
guided clinical procedures. Topics will be presented in paral-
lel with the Rush M1 anatomy curriculum. We will utilize a
monthly to biweekly, interactive, hands-on workshop review
of (1) normal anatomy and physiology: direct sonographic
visualization of anatomic structures and real-time physiol-
ogy on normal paid human models, (2) abnormal anatomy
and pathophysiology: sonographic visualization of patho-
logic conditions through the use of a portable ultrasound
simulator and review of actual clinical case images, (3)
ultrasound guided clinical procedures: performance of com-
mon ultrasound guided clinical procedures on cadaver and
simulation models. Elective Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 1
RMD - 550 Capstone V
Continuation of RMD 520. The Capstone Project is a self-
directed, longitudinal activity that will commence during
the M1 year and culminate in a presentation at the end of
the M3 year. At the conclusion of medical school, each RMC
student will be the “Rush Medical College Expert” on their
specific topic. Rush will support students who opt to publish
their project with their faculty mentor. Potential publication
types include case reports, book chapters, abstracts, and
research papers. During the M1 year, each medical student
will identify a main theme they are interested in investigat-
ing throughout the three years of the project. Each year,
students will be responsible for developing topics related
to their theme. For each topic, the student identify and
complete learning objectives, work with a faculty and sub-
mit documentation to the faculty member who will provide
advice, feedback and mentoring. Themes can be re-shaped
learning objectives that correspond to their current course
work. Required Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: No. Credit(s): 1
RMD - 551 Capstone VI
Continuation of RMD 550. The Capstone Project is a self-
directed, longitudinal activity that will commence during the
M1 year and culminate in a presentation at the end of the M3
yr. At the conclusion of medical school, each RMC student
will be the “Rush Medical College Expert” on their specific
topic. Rush will support students who opt to publish their
project with their faculty mentor. Potential publication types
include case reports, book chapters, abstracts, and research
papers. During the M1 year, each medical student will identify
a main theme they are interested in investigating throughout
the three years of the project. Each year, students will be
responsible for developing topics related to their theme. For
each topic, the student identify and complete learning objec-
tives, work with a faculty adviser and submit documentation
to the faculty member who will provide advice, feedback and
mentoring. Themes can be re-shaped learning objectives that
correspond to their current course work. Required Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: Yes.
Credit(s): 1
RMD - 552 Capstone VII
Continuation of RMD 551. The Capstone Project is a self-
directed, longitudinal activity that will commence during the
M1 year and culminate in a presentation at the end of the M3
yr. At the conclusion of medical school, each RMC student
will be the “Rush Medical College Expert” on their specific
topic. Rush will support students who opt to publish their
project with their faculty mentor. Potential publication types
include case reports, book chapters, abstracts, and research
papers. During the M1 year, each medical student will identify
a main theme they are interested in investigating throughout
the three years of the project. Each year, students will be
responsible for developing topics related to their theme. For
each topic, the student identify and complete learning objec-
tives, work with a faculty adviser and submit documentation
to the faculty member who will provide advice, feedback and
mentoring. Themes can be re-shaped learning objectives that
correspond to their current course work. Required Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
RMD - 560 The Foundation of Medical Practice
Students are introduced to the structure and pedagogical
methodology of the Rush Medical College pre-clerkship cur-
riculum. Students are introduced to the roles that define the
Rush curriculum and how those roles function to organize
the curriculum. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: Yes. Credit(s): 1
RMD - 561 Host Defense and Response
This course uses a multi-disciplinary case based approach
to the structure and function of cells, tissues and organs as
they pertains to infectious diseases and the immune system
in the normal and disease state. Students learn to identify
alterations and underlying pathophysiology which occur in
the disease state, the significance of symptoms, signs and
other ancillary data. Students also learn appropriate diagnos-
tic modalities in evaluation of infectious disease and diseases
of the immune system. Students are expected to describe
the mechanism of action and use of antibiotics, antivirals
and biologic drugs for the treatment of these diseases.
Students are also expected to construct dierential diagno-
ses for common presenting symptoms in infectious disease.
Students learn how to collect an appropriate history and
conduct a relevant physical exam and to recognize abnormal
findings in this exam. Students also learn key techniques
in communicating with patients, families and colleagues.
Finally, students examine epidemiological and socioeconomic
aspects of infectious disease and diseases of the immune
system and explore selected ethical issues related to the
clinical cases presented in the course. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 1
RMD - 563 Food to Fuel
This course will use a multi-disciplinary case based approach
to the structure and function of cells, tissues and organs
as they pertain to the digestive system, metabolism of food
components and nutritional status. Students will learn to
identify alterations and underlying pathophysiology which
occur in the disease state, the significance of symptoms,
signs and other ancillary data. Students will also learn appro-
priate diagnostic modalities in evaluation of diseases that
aect the digestive system and nutritional status. Students
will be expected to describe the mechanism of action and
use of pharmacologic agents for the treatment of these
diseases. Students will be expected to construct dierential
diagnoses for common presenting symptoms in diseases
of the digestive system or that relate to nutritional status.
Students will learn how to collect an appropriate history and
conduct a relevant physical exam and to recognize abnormal
findings in this exam. Students will also learn key techniques
in communicating with patients, families, and colleagues.
Finally, students will examine epidemiological and socioeco-
nomic aspects of digestive system disease and nutritional
status and explore selected ethical issues related to the clini-
cal cases presented in the course. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: Yes. Credit(s): 1
RMD - 564 Movement and Mechanics
This course uses a multidisciplinary case based approach
to the structure and function of cells, tissues and organs
as they pertain to the digestive system, metabolism of food
components and nutritional status. Students will learn to
identify alterations and underlying pathophysiology which
occur in the disease state, the significance of symptoms,
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signs and other ancillary data. Students also learn appropri-
ate diagnostic modalities in evaluation of diseases that aect
the digestive system and nutritional status. Students are
expected to describe the mechanism of action and use of
pharmacologic agents for the treatment of these diseases.
Students are also expected to construct dierential diag-
noses for common presenting symptoms in diseases of the
digestive system or that relate to nutritional status. Students
learn how to collect an appropriate history and conduct a
relevant physical exam and to recognize abnormal findings
in this exam. Students also learn key techniques in com-
municating with patients, families, and colleagues. Finally,
students examine epidemiological and socioeconomic
aspects of digestive system disease and nutritional status
and explore selected ethical issues related to the clinical
cases presented in the course. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 1
RMD - 564E Movement and Mechanics Exam Makeup
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
Yes. Credit(s): 1
RMD - 565 Brain, Behavior and Cognition
This course uses a multi-disciplinary case based approach
to the structure and function of cells, tissues and organs
as they pertain to the digestive system, metabolism of food
components and nutritional status. Students learn to identify
alterations and underlying pathophysiology which occur in
the disease state, the significance of symptoms, signs and
other ancillary data. Students also learn appropriate diag-
nostic modalities in evaluation of diseases that aect the
digestive system and nutritional status. Students are also
expected to describe the mechanism of action and use of
pharmacologic agents for the treatment of these diseases,
and to construct dierential diagnoses for common present-
ing symptoms in diseases of the digestive system or that
relate to nutritional status. Students learn how to collect an
appropriate history and conduct a relevant physical exam
and to recognize abnormal findings in this exam. Students
also learn key techniques in communicating with patients,
families, and colleagues. Finally, students examine epide-
miological and socioeconomic aspects of digestive system
disease and nutritional status and explore selected ethical
issues related to the clinical cases presented in the course.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
Yes. Credit(s): 1
RMD - 566 Reproduction and Sexuality
This course uses a multi-disciplinary case based approach to
the expression of human sexuality and to the structure and
function of cells, tissues and organs as they pertain to regula-
tion of the reproductive systems, fetal development, and renal
function. Students learn to identify alterations and underlying
pathophysiology which occur in the disease state, the signifi-
cance of symptoms, signs and other ancillary data. Students
also learn appropriate diagnostic modalities in evaluation of
diseases that aect sexuality, reproductive systems, fetal
development, and renal function. Students are expected to
describe the mechanism of action and use of pharmacologic
agents for the treatment of these diseases. Students are also
expected to construct dierential diagnoses for common
presenting symptoms of diseases related to sexuality, repro-
duction, and renal function. Students learn how to collect an
appropriate history and conduct a relevant physical exam and
to recognize abnormal findings in this exam. Students also
learn key techniques in communicating with patients, families
and colleagues. Finally, students examine epidemiological
and socioeconomic aspects of reproductive system disease,
sexuality and renal disease, and explore selected ethical
issues related to the clinical cases presented in the course.
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
Yes. Credit(s): 1
RMD - 567 Growth, Development and the Life Cycle
This course uses a multi-disciplinary case based approach
to normal neo-natal to geriatric development and disease
related to dierent stages of the life cycle. Students learn to
identify alterations and underlying pathophysiology which
occur in the disease state, the significance of symptoms,
signs and other ancillary data. Students also learn appropri-
ate diagnostic modalities in evaluation of normal develop-
ment and diseases related to dierent stages of the life cycle.
Students are expected to describe the mechanism of action
and use of pharmacologic agents for the treatment of these
diseases. Students are also expected to construct dierential
diagnoses for common presenting symptoms of diseases
associated with specific stages of the life cycle. Students
learn how to collect an appropriate history and conduct a
relevant physical exam and to recognize abnormal findings in
this exam. Students also learn key techniques in communicat-
ing with patients, families, and colleagues. Finally, students
examine epidemiological and socioeconomic aspects of
health and disease through the life cycle and explore selected
ethical issues related to the clinical cases presented in the
course. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 1
RMD - 569 Complex Cases and Transition to Clerkship
This course has two segments. This first segment uses a
multi-disciplinary case based approach to the structure
and function of cells, tissues and organs as they pertain to
the complex, multi-organ system cases. Students learn to
identify alterations and underlying pathophysiology which
occur in multi-organ system diseases, the significance of
symptoms, signs and other ancillary data. Students also
learn appropriate diagnostic modalities in evaluation of
multi-organ system diseases. Students are expected to
describe the mechanism of action and use of pharmacologic
agents for the treatment of these diseases. Students are also
expected to construct dierential diagnoses for common
presenting symptoms of the multi-organ system diseases
presented in this course. Students learn how to collect an
appropriate history and conduct a relevant physical exam
and to recognize abnormal findings in this exam. Students
also learn key techniques in communicating with patients,
families, and colleagues. Finally, students examine epidemio-
logical and socioeconomic aspects of multi-organ system
diseases, and explore selected ethical issues related to the
clinical cases presented in the course. The second segment
consists of a focused preparation for the USMLE Step 1
Examination. Students use the NBME CBSSA, extensive on-
line question banks and spaced timing study as resources to
support an Individualized Study Plan developed in conjunc-
tion with and monitored by course faculty and sta. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: Yes.
Credit(s): 1
RMD - 570 Clinical Genetics I
The goal of this course is to enhance genomic education
for medical students by employing a variety of pedagogical
approaches. There will be a combination of literature review,
as well as observation opportunities of genetic counseling
sessions including prenatal counseling, cancer, neurology
and pediatric. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 1
RMD - 571 Clinical Genetics II
Retake Counts for Credit: No. Pass/No Pass Grading Allowed:
Yes. Credit(s): 1
RMD - 574 Vital Fluids
This course will use a multi-disciplinary case based approach
to the structure and function of cells, tissues and organs as
they pertain to cardiovascular system and renal function in
the normal and disease state. Students will learn to identify
alterations and underlying pathophysiology which occur in
the disease state, the significance of symptoms, signs and
other ancillary data. Students will also learn appropriate
diagnostic modalities in evaluation of diseases that aect
the cardiovascular and renal systems and renal function.
Students will be expected to describe the mechanism of
action and use of pharmacologic agents for the treatment
of these diseases. Students will be expected to construct
dierential diagnoses for common presenting symptoms in
cardiovascular and renal diseases. Students will learn how to
collect an appropriate history and conduct a relevant physi-
cal exam and to recognize abnormal findings in this exam.
Students will also learn key techniques in communicating
with patients, families, and colleagues. Finally, students
will examine epidemiological and socioeconomic aspects
of cardiovascular and renal diseases and explore selected
ethical issues related to the clinical cases presented in the
course. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 1
RMD - 575 Vital Gases
This course will use a multi-disciplinary case based
approach to the structure and function of cells, tissues and
organs as they pertain to the respiratory system in the nor-
mal and disease state. Students will learn to identify altera-
tions and underlying pathophysiology which occur in the
disease state, the significance of symptoms, signs and other
ancillary data. Students will also learn appropriate diagnostic
modalities in evaluation of diseases that aect the respi-
ratory system. Students will be expected to describe the
mechanism of action and use of pharmacologic agents for
the treatment of these diseases. Students will be expected
to construct dierential diagnoses for common present-
ing symptoms in respiratory system diseases. Students will
learn how to collect an appropriate history and conduct a
relevant physical exam and to recognize abnormal findings
in this exam. Students will also learn key techniques in com-
municating with patients, families, and colleagues. Finally,
students will examine epidemiological and socioeconomic
aspects of respiratory system diseases and explore selected
ethical issues related to the clinical cases presented in the
course. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 1
RMD - 576 Introduction to Hematology
This course uses a multi-disciplinary case based approach
to the structure and function of cells, tissues and organs as
they pertain to the function and regulation of the hemato-
logical system. Students learn to identify alterations and
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underlying pathophysiology which occur in the disease state,
the significance of symptoms, signs and other ancillary data.
Students also learn appropriate diagnostic modalities in
evaluation of hematologic diseases. Students are expected
to describe the mechanism of action and use of pharmaco-
logic agents for the treatment of these diseases. Students
are also expected to construct dierential diagnoses for
common presenting symptoms of hematologic diseases.
Students learn how to collect an appropriate history and
conduct a relevant physical exam and to recognize abnormal
findings in this exam. Students also learn key techniques
in communicating with patients, families, and colleagues.
Finally, students examine epidemiological and socioeco-
nomic aspects of hematologic diseases, and explore selected
ethical issues related to the clinical cases presented in the
course. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 1
RMD - 577 Introduction to Oncology
This course uses a multi-disciplinary case based approach
to the structure and function of cells, tissues and organs as
they pertain to the function and regulation of the develop-
ment and pathology associated with Oncology. Students
learn to identify alterations and underlying pathophysiology
which occur in the disease state, the significance of symp-
toms, signs and other ancillary data. Students also learn
appropriate diagnostic modalities in evaluation of oncologic
diseases. Students are expected to describe the mechanism
of action and use of pharmacologic agents for the treatment
of these diseases. Students are also expected to construct
dierential diagnoses for common presenting symptoms of
oncologic diseases. Students learn how to collect an appro-
priate history and conduct a relevant physical exam and
to recognize abnormal findings in this exam. Students also
learn key techniques in communicating with patients, fami-
lies, and colleagues. Finally, students examine epidemiologi-
cal and socioeconomic aspects of oncologic diseases, and
explore selected ethical issues related to the clinical cases
presented in the course. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: Yes. Credit(s): 1
RMD - 580 Foundations of Research Methods
The goal of this course is to provide students with knowl-
edge about the steps necessary to successfully design and
execute a research project. Students learn to work collabora-
tively with other students and develop skills in oral presenta-
tion, both of which are critical aspects of research. Students
will be mentored by faculty with research experience as well
as clinical faculty, who will provide clinical contact for all
research. There is a self-directed learning component in that
students select their topic area and work in teams to design
their research proposals. Retake Counts for Credit: No. Pass/
No Pass Grading Allowed: Yes. Credit(s): 1
RMD - 701 Core Clerkship: Primary Care
This is a required core clerkship for all third-year medi-
cal students. Students will be imbedded in either a Family
Medicine or Internal Medicine ambulatory oice for four
weeks. Students will independently evaluate, present, and
care for patients while working directly with attending pre-
ceptors. This will be a primarily outpatient experience and is
meant to immerse students in the primary care of patients
on all levels, including acute care, chronic illness care,
and preventive care. Curriculum will highlight the unique
relationships and specialized patient care that occurs in
this setting. Required Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: Yes. Credit(s): 4
RMD - 705 Health Equity Program: Global and Local
Perspective
The Health Equity and Social Justice Leadership Program is
a four-year, longitudinal curriculum focused on both global
and local health equity issues. The program is designed to
empower students with knowledge, skills, and experiences
that they can use to fight against health inequity throughout
their careers. Students in the program will be immersed in a
supportive environment through which they can collaborate
with Rush community health and global health initiatives. For
the first two years of the Health Equity program, students
will participate in an elective composed of both classroom
and community experiences, as well as a longitudinal project
with a community organization. The third year will include
a self-study curriculum as well as quarterly seminars. In the
fourth year of the program, students will complete an equity
focused elective that can be global or local in addition to
monthly seminars with local and national experts. Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 1
RMD - 713 USMLE Step II Preparation
USMLE Step certification is necessary for receiving licen-
sure to practice medicine. The step 2 portion is required for
graduation from Rush Medical College. This exam assesses
the ability of examinees to apply medical knowledge, skills,
and understanding of clinical science essential for the
provision of patient care under supervision, and includes
emphasis on health promotion and disease prevention. The
purpose of this course is to give students time, guidance
and resources to prepare for successful completion of the
Step 2 exam components: Clinical Knowledge (CK) and
Clinical Skills (CS). Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 2-4
RMD - 714 Residency Interviewing Preparation
Residency interviews are an important opportunity for M4
students to visit a residency program and put their best face
forward to secure a PGY 1 residency position. Interviewing
skills are an important component of the selection process.
This course will review basic interviewing techniques and
enhance students’ organization skills to optimize the inter-
viewing process. They will create an eective strategy to
research programs in advance of interviews, learn how best
to answer diicult interview questions, create a tracking
mechanism detailing program information and outcome, and
develop a financial plan. Retake Counts for Credit: Yes. Pass/
No Pass Grading Allowed: Yes. Credit(s): 2-4
RMD - 720 Careers in Medicine
Students interested in the CiM elective will identify one
specialty to pursue for the two week clerkship. The students
will be paired with one or two attendings for the two week
period. Students will be expected to spend 85% of their time
with physicians participating in patient care to experience
the daily life of a practitioner in both the inpatient and the
outpatient settings as appropriate for the specialty. They will
spend the remaining 15% of their time in independent study
researching the specialty and completing exercises on the
Careers in Medicine website. The specialties available will be
those into which students can match upon graduation from
medical school (either into a categorical or advanced pro-
gram) including anesthesia, radiology, dermatology, pathol-
ogy, physical medicine and rehabilitation, ophthalmology,
cardiothoracic surgery, neurosurgery, orthopedic surgery,
otolaryngology, radiation oncology, urology. Specialties not
eligible for this course include the core clerkships (psy-
chiatry, neurology, family medicine, obstetrics and gynecol-
ogy, pediatrics, surgery, internal medicine and emergency
Medicine). Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 2
RMD - 722 Clinical Bridge Course
This course is designed to bridge the gap between medical
student knowledge and expectations of day-one interns.
Through small group, case-based discussions, this elective
will expose fourth-year medical students to common intern-
level concepts with an emphasis on high yield information
and the thought process that drives clinical reasoning.
Elective Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 2
RMD - 723 Medical Informatics
Students will be given an introduction to the field of clinical
informatics and complete a research project in informatics.
An overview of Healthcare Information Technology (HIT)
will be provided with an emphasis on elements relevant to
clinical careers and informatics research. Students will com-
plete a research project evaluating an informatics applica-
tion for eicacy, usability, or impact on clinical outcomes.
Elective Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
RMD - 726 Mindfulness in Medicine
Mindfulness Based Stress Reduction is a curriculum taught
for more than 30 years that teaches skills, drawn largely
from mindfulness (or insight) meditation traditions, that: pro-
mote the capacity for holding experience in non-judgmental
awareness; and cultivates patience, compassion (to self and
other), clarity during moments of emotional distress, quicker
resolution of stress reactivity, and creative responses to
stressors. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 1
RMD - 727 Advanced Medical Education
The role of physicians as care givers is deeply connected
to their role as educators - of patients, of students and of
peers. The goal of this elective is to introduce students to
their role as teachers before they start residency and to
better prepare them for this role. Students will participate in
medical education across RMC. This is a longitudinal experi-
ence with course content and participation spanning across
the M4 year. Students participating in the four-week option
will develop a work that is considered to be educational
scholarship. This can include a video, a publication, a pre-
sentation or a poster. Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 2-4
RMD - 735 Health Care and Homelessness
There are innumerable health care disparities within the
homeless community that many medical students want
to address over the course of their careers. The Health
Care and Homelessness elective is designed to have M4
students develop the skills and knowledge necessary to
practice social medicine as it relates to homeless health.
Social medicine focuses on understanding how social
and economic conditions impact health, disease and the
practice of medicine, and on fostering conditions in which
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this understanding can lead to a healthier society. As such,
the planned curriculum will have students rotate through
Heartland Alliance Health’s federally qualified health centers
and adjunct community resource sites. Objectives will span
topics in housing, addiction, social services, benefits eligibil-
ity, mental health treatment structures, food and nutrition,
harm reduction and trauma informed care. The breadth of
experiences is intended to give students an understand-
ing of the social determinants of health, as well as assist
in answering relevant questions, such as “How do we
help patients obtain benefits?” and “How can we help our
patients obtain housing?” Retake course for credit: No. Pass/
no pass grading allowed: No. Credit(s): 4
RMD - 750 Transitions to Residency
This is a 12-week longitudinal course that is designed to
provide fourth-year medical students the opportunity to
gain the necessary skills to prepare and navigate the resi-
dency program placement process. Students will participate
in enrichment activities that will assist in the preparation
and completion of USMLE Step CK and Step CS. They will
receive residency interview guidance in individual and
small group sessions and subsequently participate in mock
interviews. Additional course content may include thematic
topics to complete RUMC designated horizontal, vertical,
and role curriculum. Students will be required to submit
a portfolio including but not limited to: Letters of recom-
mendation requests, noteworthy characteristics for MSPE,
completion and submission of ERAS applications including
CV and personal statement. There is no written examination.
Retake course for credit: No. Pass/No pass grading allowed:
No. Credit(s): 1-12
RMD - 780 Basic Biomedical Research I
One of a two-course series, RMD-780 will introduce the
student to various aspects of the theory and practice of bio-
medical research. Includes lectures, Journal Club, a written
project proposal, practical experience and a written paper
on a laboratory technique. Elective Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: Yes. Credit(s): 1
RMD - 781 Basic Biomedical Research II
Continuation of RMD 780. This is one of a two term course
that will introduce the students to various aspects of the
theory and practice of biomedical research. It includes
lectures, journal club, a written project proposal, practical
experience and a written paper on a laboratory technique.
Elective Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 1
RMD - 900 Independent Study
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 1-16
RMD - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students who
have not completed their degree requirements are required
to maintain Continuous Enrollment through the College
of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
SBB - 560 Human Blood Group Systems and Principles &
Methods of Antibody Identification
Focus on human blood group systems; biochemistry,
inheritance, serologic activity, clinical significance and
disease associations. Topics include, but are not limited to,
fundamentals of immunology, molecular biology, red blood
cell membrane structure, genetics, antibody identifications
as they relate to blood group systems. Taught only online.
Extensive computer use required. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 4
SBB - 561 Clin Immunohematogy & Transfusion
Focus on transfusion medicine practice and therapy. Topics
include, but are not limited to, human circulatory system,
eects of shock, blood component therapy, special transfu-
sion, perinatal, neonatal & pediatric transfusion practice,
hemolytic disease of the newborn, transplantation, anemias,
infectious and noninfectious complications of blood transfu-
sion. Taught only online. Extensive computer use required.
Prerequisites: General knowledge of immunohematology
and consent of the instructor. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
SBB - 562 Blood Procurement and Blood Product
Manufacturing
The focus of this course is on theoretical and practical con-
cepts used in human blood procurement and blood product
manufacturing. Topics include, but are not limited to, red
blood cell &and platelet preservation, the oxygen dissocia-
tion curve, basic coagulation, allogeneic & autologous blood
donor selection, whole blood collection & component prepa-
ration, labeling, storage, distribution & use, donor testing,
transfusion infectious diseases, storage lesions, hemato-
poietic progenitor cell (HPC) collection & use. Taught only
online. Extensive computer use required. Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: No. Credit(s): 2
SBB - 563 Blood Bank/Transfusion Service Operation
Review of theoretical and practical concepts used in blood
bank and transfusion service operation. Topics include, but
are not limited to, safety and federal regulatory require-
ments, disaster management, administration of blood com-
ponents process validation, automation, human resources
management, budgeting, competency assessment. Focus on
quality management systems; QC, QA, QM, blood utiliza-
tion management, error management. Taught only online.
Extensive computer use required. Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: No. Credit(s): 3
SBB - 564 SBB Project & Clinical Practicum
Independent investigation of a topic relevant to an area in
immunohematology. Student will submit a written research
paper as well as prepare and deliver a presentation based
on the topic selected. Field experience under supervision
of a professional expert in a blood center and/or hospital
transfusion service setting is required for the clinical practi-
cum. Clinical sites include, but are not limited to, apheresis
centers, donor centers, stem cell processing centers, and
transfusion service centers. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 3
SBB - 565 Blood Bank Comprehensive Review
A comprehensive review and exam is provided for students
completing the SBB program and who are eligible to sit for
the ASCP SBB certification examination. Taught only online.
Extensive computer use required. Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: No. Credit(s): 2
SBB - 900 Independent Study
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
SBB - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
SLP - 503L Auditory Skills Lab for the Speech-Language
Pathologist
This course reviews the anatomy and physiology of hearing
and the basics of hearing science for the speech-language
pathologist. Types of hearing loss, forms of hearing assess-
ment, and principles of prevention, intervention, and
rehabilitation are presented as foundations for practicing
speech-language pathologists. Skills related to assessment
and interventions are developed through laboratory activi-
ties. Course may be audited by thesis-track students. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
SLP - 506L Clinical Methods Lab
This course emphasizes basic clinical methods and skills for
beginning graduate students in speech-language pathol-
ogy with an emphasis on assessment and evidence-based
intervention. Topic areas include Rush clinical protocols and
operational procedures, note-writing, and documentation.
In addition, students will practice administering, scoring,
and interpreting a battery of common standardized assess-
ments. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
SLP - 510 Prof Issues - Speech Language Path
This course provides an overview of professional issues for
speech-language pathologists. Topics include regulatory
guidelines, licensure, scope of practice, professional code of
ethics, healthcare reimbursement and fiduciary responsibil-
ity, risk management and legal issues, eective communica-
tion skills, best professional practice (HIPPA, FERPA), and
other current professional areas. Course may be audited by
thesis-track students. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
SLP - 511P SLP Practicum I
This is a supervised on-campus clinical experience with
patients and clients presenting with speech, language,
cognitive-communication, voice, motor speech, and/or swal-
lowing impairments. Practicum students will examine and
apply evaluative, therapeutic, counseling, and report-writing
procedures observation, hands-on training, and simulated
learning opportunities. Direct contact with clients and
patients may be an opportunity for students as appropri-
ate. Relationships between speech-language pathology and
health care, education, and other professions are examined.
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Introductory experience includes exposure to patients and
clients across the life span and from diverse cultural back-
grounds, in a variety of on-campus settings. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
SLP - 512P SLP Practicum II
This is a supervised clinical experience with clients/patients/
students presenting with speech, language, cognitive-
communication, voice, motor-speech, and/or swallowing
impairments. Practicum students demonstrate evaluative,
therapeutic, counseling, and report-writing skills for early
practicum experiences. Relationship of speech-language
pathology to health care, education, and other professions
is further examined. Experience includes patients/clients/
students across the life span and from diverse cultural back-
grounds, in a variety of settings. Opportunities for continu-
ous professional and interprofessional education (IPE) and
development to enhance team performance and outcomes
are available. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
SLP - 513P SLP Practicum III
This is a supervised clinical experience with clients, patients,
and students presenting with speech, language, cognitive-
communication, voice, motor-speech, and-or swallowing
impairments. Students further develop evaluative, thera-
peutic, counseling, and report-writing skills. Relationship of
speech-language pathology to health care, education, and
other professions is further examined. Experience includes
patients, clients, and students across the life span and
from diverse cultural backgrounds, in a variety of settings.
Opportunities for continuous professional and interprofes-
sional education (IPE) and development to enhance team
performance and outcomes are available. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3-4
SLP - 521 Language Disorders in Children I: Birth Through
Age Five
This course covers language development and disorders
from birth through five years of age. Students learn defini-
tions and characteristics of both primary and secondary
language disorders, including autism spectrum disorder.
Assessment and intervention techniques across the devel-
opmental period will be presented. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 3
SLP - 522 Language Disorders in Children II: Age Six
Through Adolescence
This course covers language development and disorders
in children aged 6 years and older. Primary and secondary
language disorders in both oral and written modalities are
presented. Skills for assessment and intervention will be
developed. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 3
SLP - 523L Instrumentation Lab
This is a lab course, which focuses on hands-on learning
of various instruments that are routinely used in diagnosis
and treatment of speech and voice disorders in clinical and
research settings. The course will serve as an introduction to
the use of digital technology to document assessment find-
ings and provide outcome data for clinicians. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
SLP - 524 Fluency, Dysfluency, and Stuttering
This course addresses developmental and acquired fluency
disorders. Current research findings on stuttering will be
discussed. Students learn to describe pertinent character-
istics of speech fluency, identify the presence of a clinically
significant fluency problem, and determine etiologic and
maintaining factors. Dierential diagnosis of neurogenic and
psychogenic stuttering will also be discussed. Strategies and
approaches for prevention and management are considered.
Course may be audited by thesis-track students. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 2
SLP - 526 Speech Sound Disorders
This course covers development and disorders of speech
sound production in pediatric populations. Possible etiolo-
gies and subtypes, including childhood apraxia of speech,
are discussed. Assessment skills are developed. Theories
and procedures of contemporary interventions are pre-
sented. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
SLP - 535 Clinical Issues in Cultural and Language
Diversity
This course surveys topics in cultural and linguistic diversity
relevant to clinical practice in the profession of speech-lan-
guage pathology. It is designed to extend students’ founda-
tional clinical knowledge to diverse populations, including
individuals who speak nonmainstream dialects and those
who speak a language other than, or in addition to, English.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
SLP - 537L Anatomy Lab
This course reviews the anatomy and physiology of the
speech systems of respiration, phonation, and articulation
in the context of studying the human body through cadaver
specimens. This one-hour weekly laboratory experience is
supplemented by didactic information focusing on the physi-
ology of speech production and swallowing. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
SLP - 540 Head and Neck Cancer Management
This course covers the unique challenges of evaluating and
treating speech, voice, and swallowing disorders resulting
from treatment for head and neck cancer. Basic understand-
ing of surgical and chemoradiation eects and all forms of
alaryngeal speech are studied. Emphasis will be placed on
communication and swallowing evaluations, and rehabilita-
tion using case studies. A team approach to patient care will
be stressed. Course may be audited by thesis-track stu-
dents. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
SLP - 542L Tracheostomy and Ventilator Lab Ventilator
Dependent Patients
This lab-based course covers the unique challenges of
evaluating and treating speech, voice, and swallowing
impairments demonstrated by patients requiring tracheos-
tomy tube placement with and without mechanical ventila-
tion. Hands-on education will include task training with
various tracheostomy tubes, one-way speaking valves, and
ventilators/ ventilator settings; as well as interprofessional
case studies using high-fidelity mannequins and simulated
patient modalities/technologies. Course may be audited by
thesis-track students. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
SLP - 558 Dysphagia
This course covers the normal anatomy and physiology
of swallowing, evaluation of disordered swallowing, and
management/rehabilitation of swallowing disorders. Topics
include clinical and imaging evaluations with special empha-
sis on video fluoroscopic swallow study procedures and
analysis, and evidenced-based rehabilitation protocols and
adjunctive modalities. Swallowing disorders in various popu-
lations across the age span are discussed. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
SLP - 562 Craniofacial Anomalies and Genetic Syndromes
This course reviews the embryology, anatomy, and physiol-
ogy of normal and abnormal development of orofacial struc-
tures. The focus is on cleft-palate and craniofacial anomalies
with associated syndromes. Surgical, dental, audiological,
and feeding aspects are addressed. Speech, language,
and resonance evaluation and intervention strategies are
discussed with a focus on current literature. The emphasis
is on a multi-disciplinary approach to treatment through
the craniofacial team. Course may be audited by thesis-
track students. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
SLP - 563 Voice Disorders
This course examines the acoustic, perceptual, and
physiological dimensions of normal and abnormal voice.
Predisposing, precipitating, and perpetuating etiologic fac-
tors are considered. Skills for assessment, dierential diag-
nosis, and management of hyperfunctional, psychogenic,
and organic voice disorders are developed. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s):
3
SLP - 564 Aphasia
Adult onset aphasia, apraxia of speech, and related language
disorders are examined. Emphases include theoretical foun-
dations, neuroanatomy and pathophysiology, symptomatol-
ogy, assessment/diagnosis, and clinical management. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
SLP - 567 Dysarthria
This course will focus on the diagnosis and treatment of a
group of speech disorders that aect either single or com-
bined speech subsystems of respiration, phonation, reso-
nance, articulation, and prosody. The speech disorders are
caused by changes in speech musculature or its movement
patterns due to central or peripheral nervous system dam-
age. This course includes lectures, class discussions, labora-
tory work, hands-on class projects and literature review
papers. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
SLP - 568 Cognition of Acquired Language and
Communication Disorders
This course examines the attentional, memorial, linguistic,
and executive processes involved in language and com-
munication functioning. The language and communication
characteristics of individuals presenting with neurologic
conditions that alter these processes are also described.
Assessment and treatment of these disorders is presented.
Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 3
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SLP - 582 Topics in Research Methods In Communication
Disorders
This course is a supplement to CHS 610, the common
research methods course for the College of Health Sciences.
It is intended to cover topics other than those in the
common core course that are important to audiology and
speech-language pathology professionals. Content includes
an introduction to systematic reviews and meta-analysis
and single subject research designs, with a focus on quality
indicators and evidence-based practice in communica-
tion disorders. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 1
SLP - 589P SLP Practicum IV
This is an advanced clinical experience with clients/patients/
students presenting with speech, language, cognitive-
communication, voice, motor-speech, and/or swallowing
impairments. Students will devise and integrate evalu-
ative, therapeutic, counseling, and report-writing skills
with patients/clients/students across the life span and
from diverse cultural backgrounds, in a variety of settings.
Relationship between speech-language pathology and
health care, education, and other professions are further
examined. Opportunities for continuous professional
and interprofessional education (IPE) and development
to enhance team performance and outcomes are avail-
able. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 5
SLP - 590P SLP Practicum V
This is an advanced supervised clinical experience with
clients, patients, and students presenting with speech,
language, cognitive-communication, voice, motor-speech,
and-or swallowing impairments. Practicum students further
develop and formulate evaluative, therapeutic, counsel-
ing, and report-writing skills and procedures for advanced
practicum experiences. Relationship of speech-language
pathology to health care, education, and other professions is
further examined. Experience includes patients, clients, and
students across the life span and from diverse cultural back-
grounds, in a variety of settings. Opportunities for continu-
ous professional and interprofessional education (IPE) and
development to enhance team performance and outcomes
are available. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 8-9
SLP - 592 Applied Topics in Communication Disorders
Scientific, clinical, and professional issues in audiology and
speech-language pathology are examined using a variety of
formats that include student case presentations presented
in a clinical rounds format, expert guest speakers and
journal club. Oral presentation skills as well as analytical and
clinical problem-solving skills are highlighted. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
SLP - 598 Thesis
Under the guidance and direction of a faculty member and
committee, the student originates, proposes and executes
a scientific investigation. Emphasis is on a review of current
research literature and appropriate research design and
methods in support of the stated research objectives. These
projects reflect a high degree of scholarship. Retake Counts
for Credit: Yes. Pass/No Pass Grading Allowed: No. Credit(s):
2
SLP - 900 Independent Study
This Independent study course will give a student the
opportunity to pursue an area of study not commonly
included in the curriculum. Independent study is often the
initial focused study of a student interested in completing a
master’s thesis project. Those students interested in pursu-
ing an independent study must meet with a faculty mem-
ber to discuss, define, and document the coursework and
expectations for this experience. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 2
SLP - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to all
students admitted or re-admitted for Fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students who
have not completed their degree requirements are required
to maintain Continuous Enrollment through the College
of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
SUR - EXM Surgery Exam Remediation
Remediation of course examination. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s): 8
SUR - REM Surgery Clinical Remediation
Remediation of clinical weeks. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: Yes. Credit(s): 8
SUR - 7EI Surgery Individualized Elective
Students may receive credit for an individually arranged
elective with a Rush faculty member. In order to receive
credit for such a rotation, the person to whom the student
will be responsible must write a letter stating the student’s
activities, responsibilities, amount of supervision, and spe-
cific dates of the rotation. The sponsoring faculty member
must complete an evaluation of the student’s performance
at the conclusion of the elective. Students must submit a
proposal to the Oice of Clinical Curriculum for approval at
least eight weeks before the rotation and must have writ-
ten approval from the Assistant Dean of Clinical Education
before beginning the rotation. Students may receive four
weeks of credit for an individually arranged elective. Credit
for a maximum of only one individually arranged elective
will count toward graduation requirements. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
SUR - 701 Core Clerkship: Surgery
The Core Clerkship in Surgery will consist of an 8-week
general surgery component in the M3 year. During Surgery,
the principles of pre-operative and post-operative care,
diagnosis of surgical disease, indications for surgery,
recognition and response to surgical emergencies, and the
physiological principles of surgery are stressed through the
case study method. Students will be involved in the care of
approximately three patients per week. Technical experience
is provided in the operating rooms and clinical skills lab.
Outpatient clinics, lectures and conferences provide addi-
tional direct contact with faculty. Required Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: Yes. Credit(s):
8
SUR - 710 General Surgery Subinternship
Under supervision, the student assumes many of the duties
and responsibilities of a resident physician. This includes
responsibility for preoperative and postoperative care, par-
ticipation in surgery, and rotating on the night on-call sched-
ule. On-call responsibilities for the surgical sub-intern are at
the level of the first year resident, namely, sub-interns will
be the first member of the surgical team to see in-hospital
consults, emergency room patients, and answer calls from
the nurses. They will be supervised by in-house residents.
The work is primarily with hospitalized patients; however,
there is an opportunity to work with ambulatory and elective
surgical patients. Independent library investigative projects
are assigned. Required in M4 Year Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
SUR - 711 Cardiovascular Surgery
This course emphasizes the clinical diagnosis and surgi-
cal management of adult and pediatric cardiac disorders.
Preoperative evaluation including review of cardiac cath-
eterization data, intraoperative management and postopera-
tive care are discussed at conferences and in the operating
room. Indications for surgery, preoperative evaluation and
postoperative care are discussed at patient rounds, in
conferences and on an individualized basis. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
SUR - 712 Surgical Intensive Care
This rotation exposes the experienced student to com-
prehensive management of critically ill surgical patients.
Application of advanced life support techniques including
vaso-active drugs, mechanical aids to circulation, pacing,
and respiratory therapy are reviewed. Pathophysiologic
discussion and integration with cardiopulmonary analysis
of data obtained from invasive monitoring are emphasized.
Radiologic, medical, and surgical aspects of critical care
medicine are also incorporated. Students will attempt to
function as sub-interns with direct patient responsibili-
ties. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 4
SUR - 713 Peripheral Vascular Surgery
This course emphasizes the clinical non-invasive labora-
tory and radiologic diagnosis of peripheral vascular dis-
orders considered for surgical management. Indications
for surgery, pre-operative evaluation and post-operative
care are discussed at patient rounds, in conferences and
in the operating room. This rotation allows extensive time
in the operating room with open cases. The student will
work closely with the Vascular Fellow and Attendings.
Elective Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: Yes. Credit(s): 4
SUR - 716 Plastic & Reconstructive Surgery
The primary goal of this clerkship is to provide an introduc-
tion to the surgical subspecialty of plastic and reconstruc-
tive surgery in as many of its various elements and diverse
applications as possible. Plastic surgery covers a broad
array of surgical/medical problems including wound healing;
burns, both acute and long-term care; congenital anomalies
such as cleft lip and palate and other craniofacial defects;
breast surgery including breast reduction, augmentation,
and reconstruction following mastectomy; microsurgical
procedures for a free flap transfer, nerve repair, and other
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
means of tissue transposition; hand surgery, ranging from
acute industrial accidents to long-term rehabilitation for
neuromuscular problems; care of facial fractures, both acute
and delayed repair; care for trunk and extremity problems,
relating both to trauma and tumor extirpation; and aesthetic
surgery of the face, extremities and trunk. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
SUR - 721 Pediatric Surgery
The pediatric surgery elective is available to fourth year
medical students. The students that can benefit most from
this rotation include students interested in general surgery
and pediatrics. The elective will provide an opportunity
to become familiar with the pathogenesis, diagnosis, and
management of common conditions requiring surgery in the
neonatal and pediatric population. Retake Counts for Credit:
Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
SUR - 725 RMD Virtual Urology Away (non-Rush)
2-week elective for away students to participate in Rush
Urology educational and clinical activities. We will host
didactics via WebEx and also aim to include students in
surgeries by Vidyo streaming and virtual outpatient clinical
encounters via Vidyo and Epic. We will assess students on
oral presentation and an exam. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
SUR - 726 Principles of Urology
This clerkship provides further experience in the diagnosis
and management of urological problems as a supplement
to the basic clerkship in surgery. Elective Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s): 4
SUR - 727 Genitourinary Neoplasia
This course is designed to present the basic concepts of
neoplasia, using the genitourinary neoplasms as models.
The student actively participates in the management of
both hospitalized and ambulatory patients. Multidisciplinary
seminars and individual projects are available. Approval to
take this course must be obtained from Dr. Coogan prior to
registration. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 4
SUR - 731 Pain Management
This rotation exposes the experienced student to the care
and management of patients with low back pain, post
herpetic neurolgia, complex regional pain syndrome and
other common pain problems. This is a busy oice setting
where students will see new and returning patients to take
histories, perform physical exams and assist in various nerve
block procedures. Student will function as a junior house
oicer. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 2-4
SUR - 751 Orthopedics
This fourth-year elective rotation in Orthopedic Surgery
is intended for students considering a career path requir-
ing knowledge of musculoskeletal problems. Students
are assigned to work with individual attendings on the
Adult Reconstructive Service, Foot-Ankle-Hand Service,
Sports Medicine Service, Pediatric and Tumor Service, or
the Spine Service. Students work with individual attend-
ings in an oice/clinic setting, assist in surgery, and round
on inpatients. Students are required to attend the various
clinical and resident education conferences. Educational
goals include review of functional anatomy, understanding
of injury triage, and concepts of treatment. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
SUR - 752 Orthopedic Research
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, respon-
sibilities, amount of supervision, and the specific dates of
the rotation. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from the
Oice of Clinical Curriculum before beginning the rotation.
Research rotations are scheduled for a minimum of four
weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply
to the rule of 8-weeks maximum credit for coursework in
a single subspecialty. This decision is at the discretion of
the Oice of Medical Student Programs. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
SUR - 756 Neurosurgery
This clinical clerkship expands upon and demonstrates the
practical application of neurological sciences. The diagnosis
and management of both simple and complex neurosurgi-
cally oriented disorders are addressed. Conferences with
both the resident and attending sta are held weekly.
Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 2-4
SUR - 757 Principles of Ophthalmology
The purpose of this course is to acquaint students with the
surgical specialty of Ophthalmology. They will learn basic
ophthalmic terminology, history and examination principles,
attend daily rounds and other didactic sessions, and observe
surgery. It is intended that the students will not only learn
techniques of examination which will be useful in their own
medical practices, but will also understand the capabili-
ties and limitations of the ophthalmologist in order to make
better use of ophthalmic consultations. This clerkship may
also be taken as a four-week clerkship if prior approval is
received from Jack A. Cohen, MD, the associate chairman
for Education in the Department of Ophthalmology (Jack_A_
[email protected]). During the second two-week period,
the student will gain experience in performing history and
physical examinations and will work up patients to present
to resident and attending physicians. The student will learn
to perform more sophisticated techniques of examination,
including slit lamp funduscopic examination and indirect
ophthalmoscopy. In general, the student will gain hands-
on experience in ophthalmic examination, diagnosis, and
theory. Elective Retake Counts for Credit: Yes. Pass/No Pass
Grading Allowed: Yes. Credit(s): 2-4
SUR - 759 Otolaryngology
Clinical experience is provided in the diagnosis and man-
agement of patients with diseases of the ear, nose, throat,
head, and neck. Oice practice, in addition to the care of
hospitalized patients, provides the basis for clinical instruc-
tion, with emphasis on case study and proper use of instru-
ments. Departments of Pathology, Radiology and Otology
Conferences and Journal Club are included. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
SUR - 761 Surgical Oncology
Concentrated experience in the surgical diagnosis and man-
agement of patients with tumors is provided. Correlation of
surgical problems with anatomic and pathological physiol-
ogy is stressed, including examination of gross and micro-
scopic tissue. Attendance at the tumor clinic and tumor
conference is required. Students may also enroll in this
clerkship for six weeks by contacting the Oice of Medical
Student Programs. Elective Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4-6
SUR - 765 Colon and Rectal Surgery
Close one-on-one instruction between the student and
physician in an apprentice-teacher relationship. The student
accompanies the physician in all outpatient clinic oice
hours, as well as surgical procedures and hospital rounds.
This involves spending approximately 15 hours per week in
a clinic environment, assisting in approximately 50 surgi-
cal and endoscopic procedures over the month and daily
in-hospital rounds. No night call required. The grade will
be determined by an essay exam, course clinical evalua-
tions, submitted history and physical exams, and classroom
participation. Elective Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: Yes. Credit(s): 4
SUR - 771 Thoracic Surgery
The diagnosis, operative, and postoperative care of patients
with pulmonary and esophageal disorders are studied in
both hospitalized and ambulatory patients. In addition,
students assist in patient care, and topics are assigned for
discussion. Elective Retake Counts for Credit: Yes. Pass/No
Pass Grading Allowed: Yes. Credit(s): 2-4
SUR - 781 Research in Surgery
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rotation,
the person to whom the student will be responsible must
write a letter describing the student’s activities, respon-
sibilities, amount of supervision, and the specific dates of
the rotation. Credit toward graduation is granted assuming
that the research project is ongoing throughout the aca-
demic year. Students must submit a proposal to the Oice
of Clinical Curriculum for approval at least eight weeks
before the rotation and must have written approval from the
Oice of Clinical Curriculum before beginning the rotation.
Research rotations are scheduled for a minimum of four
weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply
to the rule of eight-weeks maximum credit for coursework
in a single subspecialty. This decision is at the discretion
of the Oice of Medical Student Programs. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
SUR - 782 Research in Anesthesiology
Students may arrange research rotations individually with
faculty at Rush. In order to receive credit for such a rota-
tion, the person to whom the student will be responsible
must write a letter describing the student’s activities,
responsibilities, amount of supervision, and the specific
dates of the rotation. Credit toward graduation is granted
assuming that the research project is ongoing throughout
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
the academic year. Students must submit a proposal to
the Oice of Clinical Curriculum for approval at least eight
weeks before the rotation and must have written approval
from the Oice of Clinical Curriculum before beginning the
rotation. Research rotations are scheduled for a minimum of
four weeks of credit with the expectation that the full project
will extend beyond the formal course duration. Depending
on the proposal, the weeks of credit may or may not apply
to the rule of 8-weeks maximum credit for coursework in
a single subspecialty. This decision is at the discretion of
the Oice of Medical Student Programs. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
SUR - 794 Advanced Surgery
Advanced Surgery oers an opportunity for Rush students
and especially outside students to become familiar with
the Department of General Surgery at Rush University
Medical Center. The student will participate in the rota-
tion in a manner similar to the 3rd year students and may
assume some of the duties and responsibilities of the junior
residents, depending upon their familiarity with the task
involved. Students will become involved in preoperative and
postoperative care, they will participate in surgery, and 4th
year students rotating in Advanced Surgery will take part in
the in-house call schedule on a shared rotating basis with
3rd year students. The work is primarily with hospitalized
patients, however, there is an opportunity for ambulatory
and elective surgery. Elective Retake Counts for Credit: Yes.
Pass/No Pass Grading Allowed: Yes. Credit(s): 4
SUR - 795 Anesthesiology
The program enables medical students to learn airway man-
agement; recognize circulatory inadequacy and initiate sup-
port of the failing circulation; induce topical and infiltrative
anesthesia safely; understand the actions and interactions of
depressant and stimulant drugs commonly encountered or
used by anesthesiologists; and participate in pre-operative
evaluation preparations of surgical and obstetric patients.
Prerequisite: MED 701, OBG 701, SUR 701. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 2-4
SUR - 796 Transplantation
The clinical aspects of transplantation, including donor and
recipient surgery, and pre-operative and post-operative care
are studied. The student participates in organ preserva-
tion care as well. Seminars on the fundamental and clinical
aspects of transplant immunology are held. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4
SUR - 798 Trauma/Critical Care Surgery
This rotation is designed to provide the fourth year medical
student with an in-depth clinical experience in the care of
injured patients. Critical decision making and surgical train-
ing are the key elements taught during resuscitation, opera-
tive management and the critical care phase. The student
will follow patients from the ambulance to their discharge
home. Multi-level supervision and teaching is available from
attending physicians and residents. Elective Retake Counts
for Credit: Yes. Pass/No Pass Grading Allowed: Yes. Credit(s):
4
SUR - 808 Trauma/Critical Care Surgery
The Cook County Trauma Unit is one of the busiest urban
trauma centers in the nation and oers an exceptional clini-
cal experience for both medical students and residents. The
trauma surgery rotation is designed to provide the senior-
level medical student with an in-depth clinical experience in
caring for the severely injured patient. The clerkship focuses
on the initial management and associated decision-making,
the necessary procedures and operative interventions, and
the critical care necessary for survival of the trauma patient.
The student is expected to take an assertive role in patient
care from the initial encounter with EMS until the patient
is discharged from the hospital. Multi-level supervision
and guidance is provided by the attending physicians and
residents as well as the clinical support sta. Elective Retake
Counts for Credit: Yes. Pass/No Pass Grading Allowed: Yes.
Credit(s): 4-8
VAS - 305 Vascular Anatomy, Physiology and
Pathophysiology
This course is a detailed survey of the large, small, and
microscopic vasculature of the human body including
variations. Surrounding structures are also studied in their
relationship to the vasculature. The purpose and normal
mechanism of arterial and venous systems are explored.
Disease mechanisms of a wide variety of disorders of arter-
ies and veins are examined, with emphasis on those diseases
that can be assessed by noninvasive vascular studies. Risk
factors, symptoms and treatment of these pathophysiologic
processes will also be presented. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 2
VAS - 310 Patient Care
Vascular sonographers interact with patients continually
through the workday. Patient care responsibilities include
physical care and comfort as well as respectful communica-
tion and interactions with all. Patient attitudes in both health
and disease are examined in order to make the sonographer
more conscious of interactions in a diverse world. Activities
are provided to practice patient care and safety skills that
students may encounter in a vascular lab, such as, but not
limited to, patient transport and comfort, CPR training,
universal precautions, infection control and wound wrap-
ping. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
VAS - 320 Ultrasound Physics and Physical Principles I
This is the first of two courses in ultrasound physics and
principles. The topics covered in this course include the
basic parameters of sound and ultrasound, B-mode ultra-
sound, the Doppler Eect, continuous and pulsed wave
Doppler, color flow, basic hemodynamics and ergonomics in
the vascular lab. Math equations are utilized to examine the
relationships of variables in the physics concepts. The rela-
tionship of these principles to guide appropriate, eicient,
and intelligent use of the instrument controls is empha-
sized. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
VAS - 320L Physics & Instrumentation Lab
Students will actively learn basic ultrasound techniques and
use of equipment controls in this lab course. Duplex ultra-
sound controls for B-mode, Doppler, and color image pro-
duction will be utilized by students to create interpretable
images and waveforms. Scanning skills such as appropriate
vessel orientation, moving from transverse to longitudinal
view on vessels, scanning in long and transverse planes,
appropriate ergonomics, are also covered. Student eiciency
and problem solving in use of equipment controls are evalu-
ated in the lab proficiency exams. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 1
VAS - 325 Ultrasound Physics and Physical Principles II
This is the second of two courses in ultrasound physics
and instrumentation. A continuation of the basic principles
of B-mode, pulsed wave, and color Doppler are discussed
emphasizing the components of the duplex scanner. Math
equations are utilized to examine the relationships of vari-
ables in the physics concepts. The interaction of ultrasound
and tissue, including ultrasound artifacts and bio-eects are
also examined. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
VAS - 330 Venous Ultrasound Procedures
The theories, techniques, and processes for performing
deep vein thrombosis (DVT), chronic venous insuiciency
(CVI), and vein mapping (VM) studies of the lower and upper
extremities (LE/UE) are presented primarily through the use
of duplex ultrasound. Topics also include anatomy, diseases,
terminology, indications, patient history taking, diagnostic
criteria, reporting, and problem-solving procedures. These
skills will be addressed in this didactic course and applied in
the related laboratory course. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 2
VAS - 330L Venous Ultrasound Procedure Lab
The venous ultrasound techniques and procedures for LE
DVT duplex ultrasound learned in the didactic course will
be practiced on models in the student laboratory. Scanning
activities will also include history taking, data analysis,
reporting, and problem-solving, and appropriate ergonom-
ics. Chronic venous insuiciency, vein mapping, and upper
extremity procedures skills will be practiced in VAS-345L
Advanced Procedures Lab. Students will observe actual
patient exams in the hospital laboratory. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
VAS - 340 Arterial Physiologic and Duplex Procedures
The theories, techniques and processes of performing
physiologic and duplex arterial examinations of the lower
and upper extremities are presented. The physiologic exams
include segmental pressures, continuous wave Doppler
waveforms, plethysmography, exercise testing and some less
frequently performed exams. Duplex scanning of the lower
and upper extremities includes native arteries, postopera-
tive, pseudoaneurysm, arteriovenous fistula and other
less common patient exams. Topics also include anatomy,
diseases, terminology, indications, patient history taking,
diagnostic criteria, reporting, treatment and problem-solving
procedures. These skills will be addressed in this didactic
course and practiced in the related laboratory courses VAS
340L and VAS345L. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 2
VAS - 340L Arterial Physiologic Procedures Lab
The upper and lower extremities native artery physiologic
techniques and procedures in learned in the didactic course
will be practiced on models in the student laboratory.
Scanning activities will be emphasized but activities also
include history taking, data analysis, reporting and problem-
solving. Students will observe actual patient exams in the
hospital laboratory Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
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2020-2021 2020-2021Rush University Catalog Rush University Catalog
VAS - 345L Advanced Duplex Ultrasound Procedures Lab
Advanced vascular procedures including upper extremity
venous, chronic venous insuiciency, vein mapping, upper
and lower extremity arterial duplex techniques and photo-
plethysmography (PPG) venous reflux exams are practiced
in this course. The advanced vascular procedures, appropri-
ate ergonomics, data analysis, and problem-solving will be
practiced on models in the laboratory using duplex and PPG
equipment. Students will observe actual patient exams in the
hospital’s outpatient vascular lab. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 1
VAS - 350 Cerebrovascular Procedures
The theories, techniques, and processes of performing
cerebrovascular studies using duplex ultrasound of extra-
cranial arteries and transcranial Doppler (TCD) for intracra-
nial arteries are covered in this course. Topics also include
anatomy, diseases, terminology, indications, patient history
taking, diagnostic criteria, reporting, treatment and problem-
solving procedures. These skills will be addressed in this
didactic course and practiced in the related laboratory
course. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 2
VAS - 350L Cerebrovascular Procedures Lab
The extracranial duplex ultrasound and intracranial (TCD)
techniques and procedures will be practiced on models in
the student vascular lab. Scanning activities will be empha-
sized but activities also include history taking, data analysis,
reporting, and problem-solving. Students will observe actual
patient exams in the hospital laboratory. Retake Counts for
Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 1
VAS - 360 Abdominal Vascular Procedures Class and Lab
Duplex ultrasound procedures used to assess the aorta,
iliac, renal, mesenteric, inferior vena cava and hepatoportal
vessels will be addressed in this course. Topics also include
anatomy, diseases, terminology, indications, patient history
taking, diagnostic criteria, reporting, treatment and problem-
solving procedures. The abdominal vascular procedures
will be practiced on models in the laboratory using duplex
equipment. Scanning activities will be emphasized but
activities also include history taking, data analysis, reporting
and problem-solving. Students will observe actual patient
exams in the hospital laboratory. Retake Counts for Credit:
No. Pass/No Pass Grading Allowed: No. Credit(s): 2
VAS - 370 General Pathophysiology
Pathologic processes for general and organ system pathol-
ogy in the human body are covered in this course including
the manifestations of disease, etiology, pathogenesis, clinical
features, diagnostic tools, prognoses and therapeutic options.
This is an online course comprised of primarily distance
learning with some face to face activities on campus. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 3
VAS - 380 Professional Practices in Ultrasound
This course is designed to prepare students for a career in
vascular ultrasound by generating knowledge and skills in a
broad overview of topics that will assist in their professional
development under four general headings: professional stan-
dards and resources, laboratory management, personal pro-
fessional skills and applying ethical principles. Retake Counts
for Credit: No. Pass/No Pass Grading Allowed: No. Credit(s): 3
VAS - 390 Introduction to Research
The student is expected to be a life-long learner, evaluate
research and data reports, and contribute to the knowledge
base of the field. This course addresses basic knowledge and
understanding of the methods of research available and how
to use them. It introduces the student to research processes,
basic analysis of research papers, evidence based practice,
and the application of quality improvement information. Test
validation accuracy procedures, including calculations, are
also covered. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 2
VAS - 400 Independent Study
Independent study courses give students a unique opportu-
nity to pursue a course of study not commonly included in the
curriculum. If you are interested in pursuing an independent
study, meet with the faculty member you want to work with to
define the coursework and expectations. Retake Counts for
Credit: Yes. Pass/No Pass Grading Allowed: No. Credit(s): 1-12
VAS - 411 Clinical Skills in Vascular Ultrasound I
In this clinical course, the student learns to perform vascular
exams on patients in the first clinical rotation in the program.
A plan of practice focuses the student on learning particular
types of vascular exams from a list of required and elective
patient exams according to the program’s clinical experience
handbook. The student will first observe then perform sec-
tions of the planned vascular exams on patients, and go on to
perform complete exams under the supervision of the clinical
instructor. Prerequisites: Students must successfully com-
plete the required first year courses (C grade or higher) prior
to this clinical course. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 11
VAS - 412 Clinical Skills Vascular Ultrasound II
In this clinical course, the student continues to learn to
perform vascular exams on patients. A plan of study for the
rotation focuses the student’s learning activities on par-
ticular required and elective patient exams according to the
clinical experience handbook. Students will first observe,
perform sections and finally perform complete vascular
exams as their skills improve under supervision of a clini-
cal instructor. Retake Counts for Credit: No. Pass/No Pass
Grading Allowed: No. Credit(s): 7
VAS - 413 Clinical Skills-Vascular Ultrasound III
In this clinical course, the student continues to learn to
perform vascular exams on patients from the list of required
and elective patient exams according to the clinical experi-
ence handbook. Students will first observe, perform sections
and finally perform complete vascular exams as their skills
improve under supervision of a clinical instructor. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 8
VAS - 421 Professional Skills I
Students will practice professional skills during each
semester of the senior year at clinical sites and be evalu-
ated on particular characteristics such as honesty/integrity,
interrelationships with patients and sta, communication,
cleanliness, initiative, eiciency, confidence, judgement,
constructive criticism, learning from mistakes, professional
growth, HIPAA compliance, patient mindfulness and per-
sonal responsibility. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
VAS - 422 Professional Skills II
Students will practice professional skills during each
semester of the senior year at clinical sites and be evalu-
ated on particular characteristics such as honesty/integrity,
interrelationships with patients and sta, communication,
cleanliness, initiative, eiciency, confidence, judgement,
constructive criticism, learning from mistakes, professional
growth, HIPAA compliance, patient mindfulness and per-
sonal responsibility. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
VAS - 423 Professional Skills III
Students will practice professional skills during each
semester of the senior year at clinical sites and be evalu-
ated on particular characteristics such as honesty/integrity,
interrelationships with patients and sta, communication,
cleanliness, initiative, eiciency, confidence, judgement,
constructive criticism, learning from mistakes, professional
growth, HIPAA compliance, patient mindfulness and per-
sonal responsibility Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
VAS - 441 Senior Topics / Cases I
Students will prepare, write and present multiple case stud-
ies from the patient exams they have performed at their
clinical sites. Students will also attend lectures on advanced
topics. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
VAS - 442 Senior Topics / Cases II
Students will prepare, write and present multiple case stud-
ies from the patient exams they have performed at their
clinical sites. Students will also attend lectures on advanced
topics. Retake Counts for Credit: No. Pass/No Pass Grading
Allowed: No. Credit(s): 1
VAS - 443 Senior Topics III/Comprehensive Review
Students will attend multiple review classes in preparation
for the comprehensive Rush comprehensive exam and the
ARDMS credentialing exams. Students are required to sub-
mit a case study abstract to the national professional and
complete the national credentialing examinations. Retake
Counts for Credit: No. Pass/No Pass Grading Allowed: No.
Credit(s): 1
VAS - 451 Cumulative Clinical Skills in Vascular
Ultrasound I
After students master clinical skills in newly learned patient
exams with a passing grade, they must continue to demon-
strate consistent performance at an appropriate skill level.
During this course, students will continue to perform previ-
ously learned clinical skills at new and/or current clinical
sites, demonstrating their ability to adjust to new protocols
and clinical settings, and be evaluated for proficiency in
these skills each semester. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 4
VAS - 452 Cumulative Clinical Skills in Vascular
Ultrasound II
After students master clinical skills in newly learned patient
exams with a passing grade, they must continue to demon-
strate consistent performance at an appropriate skill level.
During this course, students will continue to perform previ-
ously learned clinical skills at new and/or current clinical
sites, demonstrating their ability to adjust to new protocols
and clinical settings, and be evaluated for proficiency in
these skills each semester. Retake Counts for Credit: No.
Pass/No Pass Grading Allowed: No. Credit(s): 4
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2020-2021 Rush University Catalog
VAS - 999 Continuous Enrollment
The requirement for Continuous Enrollment applies to
all students admitted or re-admitted for fall 2015 or later.
Doctoral students should follow program requirements for
continuous enrollment and degree completion. Students
who have not completed their degree requirements are
required to maintain Continuous Enrollment through the col-
lege of their program until the degree is earned. Continuous
Enrollment courses are graduate level courses set up by
departments at Rush University for students who need to
remain actively enrolled in the University while they finish
their graduate work. Retake Counts for Credit: No. Pass/No
Pass Grading Allowed: No. Credit(s): 1
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