NTRN 200. Case Cooks: Ethnic Eats. 1 Unit.

In a world as connected as ours, it is important to learn about others' cultures; and what better way to learn than through the medium of food! Something as simple as food can be interpreted thousands of ways and can serve as a link from our culture to ethnicities around the world. This half-semester class focuses on exploring cultural diversity in a way that everyone can relate to while also incorporating healthy, simple, budget friendly cooking skills. Course is geared towards the beginner skill level. Each week we will explore a different region of the world including Africa, South America, Europe, Asia, and the Middle East! Note: Please email instructor before registering if you have food allergies. Counts as a Understanding Global Perspectives course.

NTRN 200H. Case Cooks: Healthy Lifestyles. 1 Unit.

Studies say that those who frequently cook meals at home eat healthier, consume fewer calories and are happier than those who eat out. Isn't it time you learn to cook? Join your classmates for a fun, edible education. This half-semester class focuses on healthy, simple, budget friendly cooking skills to increase your confidence in the kitchen. Course is geared towards the beginner skill level. Weekly cooking topics include, Treasures from the earth, Keep it simple & Make it quick, Protein power, Grocery game plans & Mastering Student Meals, Make it lighter. Note: Please email instructor before registering if you have food allergies. Counts as a Half-Semester Wellness/Non-movement course.

NTRN 200S. Case Cooks:Sports and Performance. 1 Unit.

Proper nutrition and hydration have a major impact on health and sports performance across all levels of training and competition. When active individuals/sports enthusiasts/athletes want to improve their performance, whether it is strength, speed, endurance, or power, they need to train and eat with proper guidance. Investing time to develop eating plans that are mindful of your type of activity and performance goals will optimize training, refuel and rehydrate faster, and decrease risk of illness and injury. This half-semester class focuses on healthy, simple, budget-friendly cooking skills that will help develop an understanding of healthy food and fluid choices to fuel an athlete/sports enthusiast/active individuals' body before, during and after activity when training, competing, recovering or traveling. Weekly cooking topics include: Overall Athlete Nutrition, Carbohydrates, Protein, Recovery & Immunity, Antioxidants & Inflammation, Hydration & Traveling/On-The Go. Counts as a Half-Semester Wellness/Non-movement course.

NTRN 201. Nutrition. 3 Units.

A study of the fundamental concepts of nutrition with an emphasis on nutrients, their functions, food sources, and how nutrition can be used to improve health and wellness. Counts as a Full-Semester Wellness/Non-movement course.

NTRN 300. Healthy Lifestyles as Preventive Medicine. 3 Units.

Decades of research have shown that a healthy lifestyle will significantly reduce the risk of chronic disease, improve health and quality of life. Because of this research, support has emerged that healthy lifestyles are in fact the "best preventive medicine". This course will focus on learning the key components of these healthy lifestyle principles and developing the skills necessary to practice and advocate a healthy lifestyle. It is designed for any student interested in learning how to practice and promote healthy lifestyles, but it is particularly helpful for all pre-health, public health, and nutrition majors. *A unique feature of this course is the opportunity for enrolled students, (who are interested), to pair with advanced nutrition students throughout the semester for `healthy eating' guidance. Enrolled students will have healthy eating coaches!

NTRN 310. Understanding Plant-Based Diets in Health and Disease. 3 Units.

This course presents a holistic understanding of plant-based diets in human health, including influence on disease risk, as well as controversies and confusion associated with these plant-based diets. Students will also learn how to plan budget friendly, easy to prepare plant-based diets.

NTRN 320. Women's Wellness: From Food and Nutrition to Reproductive Health and Aging. 3 Units.

An understanding of the impact and role of food, nutrition and one's lifelong dietary and lifestyle patterns is essential to positively impact and optimize the health and well-being of women across the lifespan. In this course, students will be immersed in learning about the importance of these factors on an array of women's wellness topics that range from fad diets, weight management and dietary supplements to reproductive health, healthy gaining, female athlete concerns, mental well-being, stress/anxiety and beauty: hair, skin and nails. This course is intended for undergraduate students of all majors, class rank and gender.

NTRN 328. Child Nutrition, Development and Health. 3 Units.

The relationship between nutrition and physical/cognitive growth and development of the child from the prenatal period through adolescence, including individuality, maturation and biological needs. Nutritional influences (nutrient requirements, food choices, and nutritional/feeding problems) and effects on health are emphasized.

NTRN 337. Nutrition Communication, Counseling and Behavior Change Strategies. 3 Units.

How do we help someone make a dietary behavior change, such as choosing a side salad instead of fries when eating a hamburger? Yes, it is a very challenging task and most often, providing just nutrition education is not sufficient. Therefore, the focus of this course is to prepare students for their future career by providing fundamental knowledge about human decision making and developing communication skills that can help improve others nutritional well-being. In addition, the course will critically evaluate and interpret nutrition information for the consumer. Changes in food marketing and sources of nutrition information for consumers over the past five decades will be analyzed and discussed. Furthermore, the impact of nutrition labeling, the food industry and food marketing on the dietary intake of Americans and various demographic groups in the U.S. will be studied. Offered as NTRN 337 and NTRN 437 Prereq: NTRN 201 or Requisites Not Met permission.

NTRN 338. Dietary Supplements. 3 Units.

An examination of dietary supplements specific to health promotion and disease prevention/treatment throughout the life cycle. Topics and concepts include regulation, controversies, safety, efficacy, and the surrounding scientific evidence for dietary supplement use. For NTRN 338, preference will be given to senior level Nutrition majors. Offered as NTRN 338 and NTRN 438. Prereq: Junior or Senior Standing.

NTRN 340. Global Food Systems: Environmental Issues, Sustainability, and Health. 3 Units.

Environmental changes impact humans worldwide, with an influence lasting many generations into the future. An in-depth understanding of the interplay between food systems - global food production, distribution, and selection - and environment and sustainability issues, as related to human nutrition, health, and well-being has never been more important. This course will provide an in-depth analysis regarding how food systems and the environment are interconnected in a multitude of ways. Additionally, the course will examine how issues of sustainability effect food production, distribution, and quality. Further, how environmental and sustainability issues directly affect the nutritive qualities of foods. Course topics initially include a review of environmental factors impacting food systems, types of sustainable food systems, historical perspectives, and aspects of human nutrition. Once students master the initial concepts, then into more detailed topics related to production approaches, biotechnology, soil/water quality, and food security on a local, national, and global level will be studied.

NTRN 341. Food as Medicine: How what we eat influences how we feel, think, and our health status. 3 Units.

This course will discuss key aspects of the interplay between food and health/wellness and in particular food synergy - interactions among dietary components and the effects on health. What are "whole foods" vs. basic nutrients? What are the most common nutrient deficiencies in men, women and children, including the elderly? Students will learn to interpret dietary recommendations/guidelines and which foods are used to improve digestion, optimize cardiovascular health and immune function, and help prevent cancer. Basic discussion of importance of gut micro-flora. Diet and body weight; also pros and cons of different dieting strategies. Increasing awareness of "culinary medicine" (i.e. how food acts as an integrated therapy). How what we eat influences how we feel, think and our general health status. There is an integrated culinary experience. Prereq: NTRN 201 or requisites not met permission.

NTRN 342. Food Science. 3 Units.

Chemical, physical and biological properties of food constituents and their interactions in food preparation and processing and practical application of processing methods and their effect on nutritional quality and acceptability; including global food biodiversity. Prereq: CHEM 105.

NTRN 342L. Food Science Lab. 2 Units.

Apply knowledge of the physical, chemical, and biological aspects of food and food ingredients to actual experimentation with foods. Acquire understanding of how food ingredients and their interactions and the preparation process influence acceptability of the final food product. Enhance familiarity with safe food handling during preparation and post-preparation. Prereq: CHEM 106. Coreq: NTRN 342.

NTRN 343. Dietary Patterns. 3 Units.

Examination of the food supply in the United States as it is affected by production, processing, marketing, government programs, regulation, and consumer selection. Nutritional evaluation of dietary patterns of different cultures. Counts as a CAS Global & Cultural Diversity course. Prereq: NTRN 201.

NTRN 350. Community Nutrition. 3 Units.

This course is an introduction to the field of public health/community nutrition with a focus on four key themes: (1) The role of nutrition in population based health, (2) the multilevel nature of key influences on dietary behavior, (3) moral and ethical considerations in public health nutrition research and practice and (4) written, oral, and multimodal skills needed to be a successful public health nutrition practitioner. Counts as a Communication Intensive course. Counts as a Moral & Ethical Reasoning course. Prereq: Nutrition major and Senior standing or Requisites Not Met permission.

NTRN 351. Food Service Systems Management. 3 Units.

The application of organizational theory and skills in the preparation and service of quantity food. Laboratory experience in professional food services are included. Graduate students will analyze one aspect of food service management in depth. Offered as NTRN 351 and NTRN 451. Prereq: Nutrition major or consent of instructor.

NTRN 360. Clinical Assessment and Diagnosis: Nutritional, Functional, Physical. 3 Units.

Methods for the provision of nutrition services to individuals and groups. Principles of professional practice including ethics, standards, and regulatory issues. Prereq: NTRN 201 and NTRN 363 or MS in Nutrition or MS in Public Health Nutrition.

NTRN 361. Metabolic Dysregulation of Energy from Obesity to Anorexia. 3 Units.

Energy imbalance and the implications on health will be explored in this course. Key concepts covered in this class include: 1. Energy imbalance refers to positive and negative states of energy balance and occurs when energy intake does not match energy expended in metabolic processes, daily living activities, and physical activity; 2. Obesity is a result of chronic positive energy balance whereas anorexia nervosa is a condition of chronic negative energy balance; 3. Energy metabolism is controlled by a complex array of neural and hormonal signaling; 4. Energy imbalance disrupts the neural and hormonal signaling pathways of energy metabolism resulting in unfavorable health consequences such as pro-inflammatory state, oxidative stress, immune dysregulation, menstrual dysfunction, sarcopenia, and low bone mineral density; and 5. Exercise training can impact energy imbalance health-related outcomes. Learning Outcomes: Students will be able to 1. define energy balance and explain the components of energy expenditure; 2. define disordered eating, female athlete triad, and disordered eating; 3. explain the relationship among energy intake, energy expenditure, and body composition in energy imbalance; 4. describe alterations in skeletal muscle and adipose physiology in energy imbalance; 5. diagram neural control of feeding and energy homeostasis and hormonal control of energy metabolism; 6. explain the neural and hormonal changes that occur in chronic energy imbalance and describe current theories in how it results in menstrual dysfunction, inflammatory response, oxidative stress, immune dysregulation, sarcopenia, and low bone mineral density; and 7. explain how exercise training can influence inflammatory response, oxidative stress, immune function, and musculoskeletal health in energy imbalance. Offered as NTRN 361 and NTRN 461. Prereq: NTRN 201 or requisites not met permission.

NTRN 362. Exercise Physiology and Macronutrient Metabolism. 3 Units.

The purpose of this course is to provide students with the knowledge of theoretical and applied concepts of exercise physiology. Students will gain an understanding of the acute and chronic physiological responses and adaptations of the cardiovascular, metabolic, hormonal, and neuromuscular systems in response to exercise. Additional topics include factors effecting performance, assessing cardiorespiratory and muscular fitness, designing exercise programs for health and wellness, special populations, and athletes, environmental considerations and nutrition's role in sport and exercise performance. Offered as NTRN 362 and NTRN 462.

NTRN 363. Human Nutrition I: Energy, Protein, Minerals. 3 Units.

Chemical and physiological properties of specific nutrients, including interrelationships and multiple factors, in meeting nutritional needs throughout the life cycle. Prereq: BIOL 216 and (Junior or Senior status).

NTRN 364. Human Nutrition II: Vitamins. 3 Units.

Chemical and physiological properties of vitamins, including interrelationships and multiple factors, in meeting nutritional needs throughout the life cycle. Prereq: NTRN 363.

NTRN 365. Nutrition for the Prevention and Management of Disease: Pathophysiology. 4 Units.

Interplay among etiology, metabolic perturbations, pathophysiology, clinical signs and symptoms, and nutrition principles for the prevention and management of disease. Prereq: NTRN 363 and BIOC 307 or equivalent or consent of instructor.

NTRN 366. Nutrition for the Prevention and Management of Disease: Clinical Applications. 3 Units.

Application of nutrition principles and knowledge for the prevention and management of disease. Case studies and other educational approaches and techniques will be used. Course includes evidence-based assessments and interpretation of key data (biochemical, dietary, physical) to develop nutritional interventions. Coreq: NTRN 365.

NTRN 370. Metabolic, Health, and Nutrition Assessments. 3 Units.

Genetics, nutrient availability, environmental and behavioral factors influence an individual's internal metabolic environment or their 'metabolic health'. Although there is no one universally accepted definition of 'metabolic health', a large body of data demonstrate that longevity, successful aging, well-being and disease risk throughout life is significantly impacted by one's metabolic health. This class combines traditional classroom lectures, case studies, discussions and 'hands-on' skill building labs to learn the validated assessment and screening procedures to assess metabolic health, nutrient status and fitness. Some included topics are body composition, determining energy requirements, hydration and fitness assessments, vitamin/mineral status, using validated screening and malnutrition assessment tools, omega-3 testing, interpreting clinical laboratory data, and a comprehensive review of bogus health tests. This is an excellent class for students interested in a career as a future health care professional. Prereq: Junior standing and (NTRN 201 or NTRN 362 or NTRN 363 or NTRN 388 or NTRN 401 or NTRN 401 or BIOL 216 or PHED 341).

NTRN 371. Special Problems. 1 - 3 Units.

Independent reading, research, or special projects supervised by a member of the nutrition faculty. Prereq: Junior or senior standing.

NTRN 388. Seminar in Sports Nutrition. 3 Units.

Study of energy and nutrient needs to support recreational exercise and competitive athletics, dietary supplements and specific foods and beverages that are marketed to athletes, and how nutrition can provide optimal muscle development, recovery and sports performance. Prereq: Junior or senior standing.

NTRN 390. Undergraduate Research. 3 - 9 Units.

Guided laboratory research in nutritional biochemistry or molecular nutrition under the sponsorship of a nutrition faculty member.

NTRN 397. SAGES Capstone Proposal Seminar. 3 Units.

In this departmental seminar course, students will conceptualize, develop and prepare a written plan, known as the "Capstone Proposal," for their senior Capstone project (NTRN 398: Senior Capstone Experience). Discussion will include, but not be limited to basic research principles, different types of research, ethics and IRB procedures. The Capstone Proposal shall include the project design, aims, methodology, budget, data analysis and presentation. Upon completion of this course, students will have confirmed student/Capstone advisor and, if applicable, mentor relationships, written a Capstone proposal and given an oral presentation of their proposal at a departmental colloquium. Counts as a SAGES Departmental Seminar course. Prereq: Declared Nutrition or Nutritional Biochemistry and Metabolism major and junior standing.

NTRN 397R. SAGES Capstone Proposal Seminar: Research. 3 Units.

This course fulfills the SAGES Department Seminar requirement. As such, it focuses on developing writing and discussion skills in your major area. This course will guide you through the process of selecting and planning your SAGES Capstone Experience to be completed in NTRN 398. Students will be matched to existing faculty nutrition research projects for their capstone experience. Concurrent enrollment with any other SAGES requirement is not permitted. Counts as a SAGES Departmental Seminar course. Prereq: Nutrition major with Junior standing. Completed SAGES First Seminar and both SAGES University Seminars.

NTRN 398. SAGES Senior Capstone Experience. 3 Units.

This course fulfills the SAGES Capstone requirement of a culminating experience in the major with a final public presentation and written report. The project varies year to year but will provide elements of nutrition research and/or nutrition education for the public and assignments to provide scaffolding towards the final presentation and report. Counts as a SAGES Senior Capstone course. Prereq: (Nutrition or Nutritional Biochem and Metabolism Major) and Senior standing.

NTRN 399. Senior Project. 3 Units.

Formal investigation of a topic in nutrition culminating in a paper and oral presentation. Requires definition of a problem, evaluation of the scientific literature and delineation of problem-solving approaches. Recommended preparation: Twenty-one hours of Nutrition.

NTRN 401. Nutrition for Community and Health Care Professionals. 2 - 3 Units.

This course will focus on understanding how diet and nutrition impact health and wellness throughout the life cycle. There are core concepts in human nutrition that all health care providers should understand to optimize their care of individuals, themselves, and the community. These core concepts are the focus of this course. Students who complete all course modules and assignments with a passing grade will earn 2 credits. In order to earn 3 credits, students must complete all course modules and assignments with a passing grade and complete an additional 20 page paper on a nutrition topic approved by the instructor.

NTRN 402. Culinary and Lifestyle Medicine Coaching I. 3 Units.

This course will focus on learning the key components of healthy lifestyle principles* and develop the counseling and behavior change skills necessary to promote these competencies to advocate a healthy lifestyle. Participation in culinary medicine food labs, (which is the blending of the science of nutrition with skills in fundamental cooking and food education) is also a key component of this class. Culinary medicine is designed to foster a greater understanding of the core principles in medical nutrition therapy and foundational food and nutrition education, which is critical to overall well-being. Students will also have the elective opportunity to participate in a Health and Wellness Coaching training certificate from the Academy of Nutrition and Dietetics. Listening to the 4 modules comprising this certificate, (each 60-90 minutes), and completion of a post exam with at least an 80% score will result in a certificate of participation in Health and Wellness Coaching. Module 1 establishes the framework and basic skills; Module 2 is focused on facilitating behavior change; Module 3 explains the technique of using a positive approach to health and wellness coaching and the 4th final module involves application and practice. *Core components of a healthy lifestyle include: A dietary pattern that is calorically sufficient, focused on minimally processed foods in balanced proportions; routine physical activity at recommended levels of intensity, frequency and duration; avoidance of toxins such as alcohol, tobacco and non-medically prescribed drugs; adequate quantity and quality of sleep; mitigating excess stress via a variety of evidence-based stress reduction techniques and strong social bonds.

NTRN 403. Evidence-Based Practice for Healthcare Professionals. 1 Unit.

In this course, students will learn how to use the evidence-based practice process to make decisions and answer questions in a clinical setting. This course may be appropriate for any student pursuing a career in healthcare, however the examples and cases used in class focus on nutrition-related issues. Prereq: Graduate student standing.

NTRN 410. Basic Oxygen & Physiological Function. 3 Units.

On-line lecture only course which explores the significance and consequences of oxygen and oxygen metabolism in living organisms. Topics to be covered include transport by blood tissues, oxygen toxicity, and mitochondrial metabolism. Emphasis will be placed on mammalian physiology with special reference to brain oxidative metabolism and blood flow as well as whole body energy expenditure and oxidative stress related to disease. The course will cover additional spans of physiology, nutrition and anatomy. Offered as NTRN 410 and PHOL 410.

NTRN 433. Advanced Human Nutrition I. 4 Units.

Emphasis on reading original research literature in energy, protein and minerals with development of critical evaluation and thinking skills. Recommended preparation: NTRN 201 and CHEM 223 and BIOL 348 or equivalent.

NTRN 434. Advanced Human Nutrition II. 3 Units.

Emphasis on reading original research literature on vitamins with development of critical evaluation and thinking skills. Recommended preparation: NTRN 433 or consent.

NTRN 435. Nutrition during Pregnancy. 3 Units.

Study of current research literature on nutrition for pregnancy and lactation including nutrient requirements, nutrition assessment, and nutrition intervention. Prereq: Graduate Student in Nutrition or Public Health Nutrition or (NTRN 363 and NTRN 364) or requisites not met permission.

NTRN 436. Pediatric Nutrition. 3 Units.

This course will focus on understanding the nutritional needs of infants, children and adolescents. Evidence based guidelines will be used as we discuss best clinical practice for the management of pediatric nutrition issues. Anthropometric measurements used in growth assessment will be reviewed. Nutrient requirements for each stage of development will be explored with a specific focus on micronutrients relevant to pediatrics such as fluoride, iron, calcium and vitamin D. Abnormal growth resulting in malnutrition and obesity will be examined with a focus on prevention, diagnosis and treatment. Skills necessary to complete a pediatric nutrition assessment will be reviewed with opportunities to practice and demonstrate competency. Prereq: NTRN 435.

NTRN 437. Nutrition Communication, Counseling and Behavior Change Strategies. 3 Units.

How do we help someone make a dietary behavior change, such as choosing a side salad instead of fries when eating a hamburger? Yes, it is a very challenging task and most often, providing just nutrition education is not sufficient. Therefore, the focus of this course is to prepare students for their future career by providing fundamental knowledge about human decision making and developing communication skills that can help improve others nutritional well-being. In addition, the course will critically evaluate and interpret nutrition information for the consumer. Changes in food marketing and sources of nutrition information for consumers over the past five decades will be analyzed and discussed. Furthermore, the impact of nutrition labeling, the food industry and food marketing on the dietary intake of Americans and various demographic groups in the U.S. will be studied. Offered as NTRN 337 and NTRN 437 Prereq: NTRN 201 or Requisites Not Met permission.

NTRN 438. Dietary Supplements. 3 Units.

An examination of dietary supplements specific to health promotion and disease prevention/treatment throughout the life cycle. Topics and concepts include regulation, controversies, safety, efficacy, and the surrounding scientific evidence for dietary supplement use. For NTRN 338, preference will be given to senior level Nutrition majors. Offered as NTRN 338 and NTRN 438. Prereq: NTRN 364 or requisites not met permission.

NTRN 439. Food Behavior: Physiological, Psychological and Environmental Determinants. 3 Units.

Good dietary habits are associated with improved population health. Despite this, a large proportion of individuals do not meet current dietary recommendations and there are significant disparities between groups based on sociodemographic characteristics. Why is this? Traditional views on this question focused solely on individual decision making without taking into account the complex influence of biology, social forces, and environment on dietary behavior. This course will introduce students to the major influences on dietary behavior and their interactions and modifying factors in the context of the socioecological model.

NTRN 441. Human Lactation. 3 Units.

This course explores the complexities and importance of human milk and breastfeeding. Using lectures, group discussion, and experiential learning we will explore the following topics: nutrition and development in the breastfeeding infant/mother dyad; the physiology of breastfeeding; maternal and infant disease states and their effects on breastfeeding; common pathologies in breastfeeding; pharmacology and breastfeeding; psychological, social, and cultural issues and breastfeeding; clinical skills and techniques in advising the breastfeeding mother; public health, ethical, and legal issues in breastfeeding and breastfeeding advocacy; current research topics in breast milk and breastfeeding; and options for certification in lactation education. Prereq: NTRN 363 or NTRN 433 or NTRN 401 or Requisites Not Met permission.

NTRN 448. Integrative and Functional Nutrition. 3 Units.

An examination of the core concepts and principles surrounding integrative and functional medical nutrition therapy (IFMNT). The course will emphasize a whole systems approach to addressing clinical imbalances and creating personalized therapeutic interventions based upon an individual's genetics, environment and lifestyle. Topics include precision medicine, IFMNT nutrition care plan processes, IFMNT laboratory tests and interpretation, dietary supplementation, and discussion of the evidence for integrative therapeutic nutrition/diet plans related to the gut microbiome/gastrointestinal disorders, food sensitivity/intolerance, methylation, immune function, detoxification, cardiometablic intervention, energy, hormones, and wellness.

NTRN 451. Food Service Systems Management. 3 Units.

The application of organizational theory and skills in the preparation and service of quantity food. Laboratory experience in professional food services are included. Graduate students will analyze one aspect of food service management in depth. Offered as NTRN 351 and NTRN 451. Prereq: Nutrition major.

NTRN 452. Nutritional Biochemistry and Metabolism. 3 Units.

Mechanisms of regulation of pathways of intermediary metabolism; amplification of biochemical signals; substrate cycling and use of radioactive and stable isotopes to measure metabolic rates. Recommended preparation: BIOC 307 or equivalent. Offered as BIOC 452 and NTRN 452.

NTRN 454. Advanced Nutrition and Metabolism: Investigative Methods. 3 Units.

Lecture/discussion course on the use of analytical techniques in metabolic research on whole body metabolism, energy balance, and disease (diabetes, obesity, and neuropathologies); discussions include the design of in-vitro and in-vivo investigative protocols in humans and animals using stable isotope tracer and mass spectrometric analysis; critical interpretation of data from the literature with emphasis on metabolic pathway identification, regulation and kinetics. Recommended preparation: BIOC 407.

NTRN 455. Molecular Nutrition. 3 Units.

Students will gain in-depth understanding of the basic science and translational aspects of `hot topics' in current molecular nutrition. Class will be conducted by interactive discussion of assigned primary research articles. Prereq: BIOC 407 or Requisites Not Met permission.

NTRN 456. Pediatric Obesity. 3 Units.

This is an upper-level, discussion- and case-based course. This course will examine the epidemiology, potential causes, assessment, and treatment of pediatric obesity. Special topics from the current pediatric obesity literature will also be covered. This course has a large discussion component and incorporates weekly readings from the scientific literature. Class sessions take place via synchronous, web-based video conferencing with additional asynchronous video lectures and course work each week. Prereq: MS student in Nutrition or Requisites Not Met permission.

NTRN 459. Diabetes Prevention and Management. 3 Units.

In this course, we will explore the diabetes epidemic, its effects on the healthcare system, and strategies for prevention. The pathophysiology of the disease will be examined as well as environmental factors leading to the increase in diagnoses. Comorbid conditions and acute and chronic complications of diabetes and hyperglycemia will be addressed. Rationale for current therapeutic strategies will be explored, including the use of blood glucose monitoring, physical activity, nutrition counseling, oral medications, and insulin therapy. Patient education and health literacy will be studied in the context of patient centered goal setting. Requirements for developing a Diabetes Self-Management Education Program will be discussed. Community program development will be examined in the context of population-based prevention strategies. Prereq: Graduate Standing.

NTRN 460. Sports Nutrition. 3 Units.

Study of the relationships of nutrition and food intake to body composition and human performance. Laboratory sessions include demonstrations of body composition and fitness measurements and participation in a research project. Recommended preparation: NTRN 363 or NTRN 433 or consent.

NTRN 461. Metabolic Dysregulation of Energy from Obesity to Anorexia. 3 Units.

Energy imbalance and the implications on health will be explored in this course. Key concepts covered in this class include: 1. Energy imbalance refers to positive and negative states of energy balance and occurs when energy intake does not match energy expended in metabolic processes, daily living activities, and physical activity; 2. Obesity is a result of chronic positive energy balance whereas anorexia nervosa is a condition of chronic negative energy balance; 3. Energy metabolism is controlled by a complex array of neural and hormonal signaling; 4. Energy imbalance disrupts the neural and hormonal signaling pathways of energy metabolism resulting in unfavorable health consequences such as pro-inflammatory state, oxidative stress, immune dysregulation, menstrual dysfunction, sarcopenia, and low bone mineral density; and 5. Exercise training can impact energy imbalance health-related outcomes. Learning Outcomes: Students will be able to 1. define energy balance and explain the components of energy expenditure; 2. define disordered eating, female athlete triad, and disordered eating; 3. explain the relationship among energy intake, energy expenditure, and body composition in energy imbalance; 4. describe alterations in skeletal muscle and adipose physiology in energy imbalance; 5. diagram neural control of feeding and energy homeostasis and hormonal control of energy metabolism; 6. explain the neural and hormonal changes that occur in chronic energy imbalance and describe current theories in how it results in menstrual dysfunction, inflammatory response, oxidative stress, immune dysregulation, sarcopenia, and low bone mineral density; and 7. explain how exercise training can influence inflammatory response, oxidative stress, immune function, and musculoskeletal health in energy imbalance. Offered as NTRN 361 and NTRN 461. Prereq: NTRN 201 or requisites not met permission.

NTRN 462. Exercise Physiology and Macronutrient Metabolism. 3 Units.

The purpose of this course is to provide students with the knowledge of theoretical and applied concepts of exercise physiology. Students will gain an understanding of the acute and chronic physiological responses and adaptations of the cardiovascular, metabolic, hormonal, and neuromuscular systems in response to exercise. Additional topics include factors effecting performance, assessing cardiorespiratory and muscular fitness, designing exercise programs for health and wellness, special populations, and athletes, environmental considerations and nutrition's role in sport and exercise performance. Offered as NTRN 362 and NTRN 462. Prereq: Nutrition Major.

NTRN 470A. Nutrient Drug Interactions: Introduction. 1 Unit.

We rely on the gastrointestinal system for processing not only food and beverages but also drugs. The mass of ingested food (100's of grams) exceeds that of most drugs (a few mg) by 10,000-fold or more. Nutrients and drugs follow similar processes through absorption, distribution, metabolism and excretion. Nutritional state is also a powerful determinant of drug action. Drugs have potent effects on nutritional status. Conversely, nutrition modifies the action of drugs. Herbal supplements and functional foods have properties of both foods and drugs, but are regulated by the FDA as foods. Flavonoids from foods have mild medicinal properties and interact with multiple drug metabolizing pathways. Current teaching around nutrient-drug interactions consists almost entirely of listings of potential interactions, or interactions that have been reported in humans as seldom as a single instance. Fortunately, most nutrient drug interactions are not dangerous and have a low potential for seriousness. Clinical impact is great only for those drugs with a low therapeutic index, meaning that the threshold concentration for toxicity is close to the concentration needed for therapeutic efficacy. To identify these potentially life-threatening interactions, health care professionals should learn more about the principles of pharmacology. Electrolyte imbalances such as high or low plasma levels of potassium, magnesium and calcium are a common side effect of frequently prescribed medications. The role of nutrition habits and preferences in the incidence and severity of these side effects is not known. NTRN 452 is recommended but not required. Prereq: Graduate standing.

NTRN 470B. Nutrient Drug Interactions: Pharmacology. 1 Unit.

Foods affect every stage of drug kinetics from dissolution of tablets and capsules, through absorption, distribution, metabolism and excretion. Nutritional state is also a powerful determinant of drug action. Herbal supplements and functional foods have properties of both foods and drugs, but are regulated by the FDA as foods. Flavonoids from foods have mild medicinal properties and interact with multiple drug metabolizing pathways. Current teaching around nutrient-drug interactions consists almost entirely of listings of potential interactions, or interactions that have been reported in humans as seldom as a single instance. Fortunately, most nutrient drug interactions are not dangerous and have a low potential for seriousness. Clinical impact is great only for those drugs with a low therapeutic index, meaning that the threshold concentration for toxicity is close to the concentration needed for therapeutic efficacy. To identify these potentially life-threatening interactions, dieticians and other health care professionals should learn more about the principles of pharmacology. Prereq: Graduate standing and NTRN 470A.

NTRN 470C. Nutrient Drug Interactions: Clinical Applications. 1 Unit.

The clinical management of patients and clients must integrate pharmacoetherapeutics with nutrition based care plans. Drugs can affect nutritional needs and conversely nutrition can modify the efficacy of drugs. Disease states modify the actions of both nutrients and drugs as well as their interactions. Distinct nutrient-drug interactions are prominent in different patient populations. NTRN 452 is recommended but not required. Prereq: Graduate standing and NTRN 470A.

NTRN 501. Cultural Influences on Nutrition Practice: Seminar. 1 Unit.

Through book discussions and guest speakers, explore cultures, cultural foods, norms, and meanings of food and/or healthcare and be prepared to practice in a manner aligned with the principles of cultural humility.

NTRN 502. Advanced Nutrition Practice: Seminar. 1 Unit.

This course is a close examination of the focus area standards of practice in nutrition and dietetics, with an emphasis on the activities completed by an expert or advanced practice practitioner in each area. Weekly seminar speakers who are advanced practitioners in each area will explain their roles/responsibilities and how they developed their skills to achieve the advanced practice level.

NTRN 516. Seminar in Dietetics I. 3 Units.

Study of evidence-based guidelines for dietetic practice in medical nutrition therapy. Emphasis on life cycle stages and common disease states that require specialized nutrition care. Enrollment restricted to those accepted into Case Coordinated Dietetic Internship/Master Degree Program.

NTRN 517. Seminar in Dietetics II. 3 Units.

Study of scientific basis for clinical and community nutrition practice and developments in food service systems management. Recommended preparation: Dietetic internship.

NTRN 528. Introduction to Public Health Nutrition. 3 Units.

An introduction to the field of public health/community nutrition with a focus on three key themes: (1) The role of nutrition in population based health, (2) the multilevel nature of key influences on dietary behavior, and (3) skills needed to be a successful public health practitioner. Prereq: Graduate Student in Nutrition or Public Health Nutrition or Requisites Not Met permission.

NTRN 529. Nutritional Epidemiology. 3 Units.

Poor diet is the leading risk factor for death worldwide, with approximately 1 in 5 deaths being linked to poor diet quality, underscoring the importance of research methods to examine the linkage between diet and disease. This course is designed to introduce students to key concepts and methods in Nutritional Epidemiology in the design, analysis, and critical evaluation of population-based nutrition research. There will be a focus on dietary assessment methodology and nutritional epidemiological research methods. Students will gain an understanding of the skills needed to design, analyze, interpret and critically evaluate population-based nutrition research focusing on the relationship between diet and chronic diseases.

NTRN 530. Public Health Nutrition. 3 Units.

Exploration of the professional role of the Public Health Dietitian/Nutritionist with a focus on three key themes: (1) The conduct of research and interpretation of research findings related to public health nutrition; (2) development of skills in the domains of public health management, program design and implementation, and communications and marketing; and (3) approaches to thinking about public health more broadly through the use of entrepreneurship and community building. Prereq: Graduate Student in Nutrition or Public Health Nutrition or Requisites Not Met permission.

NTRN 531. Supervised Practice in Nutrition and Dietetics. 1 - 3 Units.

Individually planned supervised practice in clinical, food service, or community/public health setting. Designed to meet competencies for ACEND accredited dietetic internship programs. Prereq: Graduate student in the Nutrition Dietetic Internship program.

NTRN 532C. Specialized Public Health Nutrition Field Experience. 1 - 3 Units.

Individually arranged clinical experience. Prereq: Public Health Nutrition students only. Consent of instructor.

NTRN 533. Nutritional Care of Neonate. 3 Units.

Nutritional assessment and management of high-risk newborns with emphasis on prematurity and low birth weight. Review of current literature coordinated with remote, synchronous lectures and class discussions. Issues on follow-up included. Recommended preparation: NTRN 435 or consent.

NTRN 534. Advanced Public Health Nutrition Field Experience. 1 - 6 Units.

Individually planned advanced public health experience. Prereq: Open to public health nutrition students only.

NTRN 550A. Advanced Community Nutrition. 3 Units.

An introduction to the field of public health/community nutrition with a focus on three key themes: (1) The role of nutrition in population based health, (2) the multilevel nature of key influences on dietary behavior, and (3) skills needed to be a successful public health practitioner. Prereq: Senior Nutrition major or Requisites Not Met permission.

NTRN 551. Seminar in Advanced Nutrition. 1 Unit.

Ph.D. students meet weekly to discuss topical journal articles. Students gain experience in critical evaluation of research and develop presentation/communication skills. Discussion of research integrity and ethics. Students participate in departmental seminars with invited speakers.

NTRN 559. Seminar in Diabetes: Advanced Concepts and Current Trends. 3 Units.

This course is designed for students wishing to gain additional knowledge in diabetes management, beyond the basic concepts covered in NTRN 459. In the first half of this course, students will explore advanced concepts in diabetes prevention and management including population-based prevention strategies, diagnosis and treatment of atypical forms of diabetes, emerging theories related to the root and contributing cause(s) of type 1 and type 2 diabetes, the use of technology to manage blood glucose (CGMs, closed loop systems, apps, etc), management of complications, and therapies in development and/or under investigation. The second half of the course will cover current concepts of interest to the students, in seminar form. Students will identify topics of interest as a group and then students will individually (with instructor assistance) identify and lead the discussion of a paper related to one of the concepts. Examples of topics include but are not limited to diabetes during pregnancy, role of the gut microbiome in DM development and management, pancreas and islet cell transplantation, and COVID-19 and the development of T2D.

NTRN 561. Investigative Methods in Nutrition. 1 - 4 Units.

Research methods appropriate for nutrition. Methods for conducting research in nutrition and food sciences, food service management and dietetics. Designing research proposals. Prereq: Nutrition major.

NTRN 562. Research Practicum. 1 - 4 Units.

Students will participate in nutrition-related research activities that employ a variety of research methodologies (clinical research, bench science, surveys, systematic reviews, etc.). Students will be engaged in the acquisition of scientific data, and data entry, analysis and interpretation.

NTRN 601. Special Problems. 1 - 18 Units.

NTRN 602. Special Project in Nutrition. 1 - 3 Units.

Under the supervision of the instructor, the student will develop and/or implement an individual or group special project in global nutrition, community nutrition, wellness, or other area of food and nutrition practice. Prereq: Graduate Standing.

NTRN 610. Oxygen and Physiological Function. 1 Unit.

Lecture/discussion course which explores the significance and consequences of oxygen and oxygen metabolism in living organisms. Topics to be covered include oxygen transport by blood tissues, oxygen toxicity, and mitochondrial metabolism. Emphasis will be placed on mammalian physiology with special reference to brain oxidative metabolism and blood flow as well as whole body energy expenditure and oxidative stress related to disease. The course will cover additional spans of physiology, nutrition and anatomy. Offered as ANAT 610, NTRN 610, and PHOL 610.

NTRN 651. Thesis M.S.. 1 - 18 Units.

(Credit as arranged.)

NTRN 701. Dissertation Ph.D.. 1 - 9 Units.

(Credit as arranged.) Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone.

SYBB 311. Technologies in Bioinformatics. 3 Units.

This course introduces students to the high-throughput technologies used to collect data for bioinformatics research in various fields including genomics, proteomics, clinical informatics, imaging, and metagenomics. This class surveys the conceptual models and tools used to analyze and interpret data collected by high-throughput technologies, and the latest applications of bioinformatics in the current state of science. This course will focus on genotyping, DNA/RNA sequencing, mass spectrometry-based proteomics, phosphoproteomics, electronic health records, metagenomics and immunology. The knowledge structures that we will cover include biomedical ontologies and databases, bioinformatics tools, essential algorithms in bioinformatics and networks. There will be in class exercises and assignments covering tools for genome/proteome exploration and analysis. This is an active learning course that will provide a hands-on learning experience for the students. Offered as SYBB 311 and SYBB 411. Prereq: BIOL 214 and BIOL 215 or Graduate standing.

SYBB 311A. Survey of Bioinformatics: Technologies in Bioinformatics. 1 Unit.

SYBB 311A/411A is a 5-week course that introduces students to the high-throughput technologies used to collect data for bioinformatics research in the fields of genomics, proteomics, and metabolomics. In particular, we will focus on mass spectrometer-based proteomics, DNA and RNA sequencing, genotyping, protein microarrays, and mass spectrometry-based metabolomics. This is a lecture-based course that relies heavily on out-of-class readings. Graduate students will be expected to write a report and give an oral presentation at the end of the course. SYBB 311A/411A is part of the SYBB survey series which is composed of the following course sequence: (1) Technologies in Bioinformatics, (2) Data Integration in Bioinformatics, (3) Translational Bioinformatics, and (4) Programming for Bioinformatics. Each standalone section of this course series introduces students to an aspect of a bioinformatics project - from data collection (SYBB 311A/411A), to data integration (SYBB 311B/411B), to research applications (SYBB 311C/411C), with a fourth module (SYBB 311D/411D) introducing basic programming skills. Graduate students have the option of enrolling in all four courses or choosing the individual modules most relevant to their background and goals with the exception of SYBB 411D, which must be taken with SYBB 411A. Offered as SYBB 311A, BIOL 311A and SYBB 411A. Prereq: BIOL 214 and BIOL 215. Coreq: SYBB 311B and SYBB 311C.

SYBB 311B. Survey of Bioinformatics: Data Integration in Bioinformatics. 1 Unit.

SYBB 311B/411B is a five week course that surveys the conceptual models and tools used to analyze and interpret data collected by high-throughput technologies, providing an entry points for students new to the field of bioinformatics. The knowledge structures that we will cover include: biomedical ontologies, signaling pathways, and interaction networks. We will also cover tools for genome exploration and analysis. The SYBB survey series is composed of the following course sequence: (1) Technologies in Bioinformatics, (2) Data Integration in Bioinformatics, (3) Translational Bioinformatics, and (4) Programming for Bioinformatics. Each standalone section of this course series introduces students to an aspect of a bioinformatics project - from data collection (SYBB 311A/411A), to data integration (SYBB 311B/411B), to research applications (SYBB 311C/411C), with a fourth module (SYBB 311D/411D) introducing basic programming. Graduate students have the option of enrolling in all four courses or choosing the individual modules most relevant to their background and goals with the exception of SYBB 411D, which must be taken with SYBB 411A. Offered as SYBB 311B, BIOL 311B, and SYBB 411B. Prereq: BIOL 214 and BIOL 215. Coreq: SYBB 311A and SYBB 311C.

SYBB 311C. Survey of Bioinformatics: Translational Bioinformatics. 1 Unit.

SYBB 311C/411C is a longitudinal course that introduces students to the latest applications of bioinformatics, with a focus on translational research. Topics include: `omic drug discovery, pharmacogenomics, microbiome analysis, and genomic medicine. The focus of this course is on illustrating how bioinformatic technologies can be paired with data integration tools for various applications in medicine. The course is organized as a weekly journal club, with instructors leading the discussion of recent literature in the field of bioinformatics. Students will be expected to complete readings beforehand; students will also work in teams to write weekly reports reviewing journal articles in the field. The SYBB survey series is composed of the following course sequence: (1) Technologies in Bioinformatics, (2) Data Integration in Bioinformatics, (3) Translational Bioinformatics, and (4) Programming for Bioinformatics. Each standalone section of this course series introduces students to an aspect of a bioinformatics project - from data collection (SYBB 311A/411A), to data integration (SYBB 311B/411B), to research applications (SYBB 311C/411C), with a fourth module (SYBB 311D/411D) introducing basic programming. Graduate students have the option of enrolling in all four courses or choosing the individual modules most relevant to their background and goals with the exception of SYBB 411D, which must be taken with SYBB 411A. Offered as SYBB 311C, BIOL 311C and SYBB 411C. Prereq: BIOL 214 and BIOL 215. Coreq: SYBB 311A and SYBB 311B.

SYBB 312R. Basic Statistics for Engineering and Science Using R Programming. 3 Units.

For advanced undergraduate students in engineering, physical sciences, life sciences. Comprehensive introduction to probability models and statistical methods of analyzing data with the object of formulating statistical models and choosing appropriate methods for inference from experimental and observational data and for testing the model's validity. Balanced approach with equal emphasis on probability, fundamental concepts of statistics, point and interval estimation, hypothesis testing, analysis of variance, design of experiments, and regression modeling. Note: Credit given for only one (1) of STAT 312, STAT 312R, STAT 313 or SYBB 312R. Offered as STAT 312R and SYBB 312R. Prereq: MATH 122 or equivalent.

SYBB 319. Applied Probability and Stochastic Processes for Biology. 3 Units.

Applications of probability and stochastic processes to biological systems. Mathematical topics will include: introduction to discrete and continuous probability spaces (including numerical generation of pseudo random samples from specified probability distributions), Markov processes in discrete and continuous time with discrete and continuous sample spaces, point processes including homogeneous and inhomogeneous Poisson processes and Markov chains on graphs, and diffusion processes including Brownian motion and the Ornstein-Uhlenbeck process. Biological topics will be determined by the interests of the students and the instructor. Likely topics include: stochastic ion channels, molecular motors and stochastic ratchets, actin and tubulin polymerization, random walk models for neural spike trains, bacterial chemotaxis, signaling and genetic regulatory networks, and stochastic predator-prey dynamics. The emphasis will be on practical simulation and analysis of stochastic phenomena in biological systems. Numerical methods will be developed using a combination of MATLAB, the R statistical package, MCell, and/or URDME, at the discretion of the instructor. Student projects will comprise a major part of the course. Offered as BIOL 319, ECSE 319, MATH 319, SYBB 319, BIOL 419, EBME 419, MATH 419, PHOL 419, and SYBB 419. Prereq: MATH 224 or MATH 223 and BIOL 300 or BIOL 306 and MATH 201 or MATH 307 or consent of instructor.

SYBB 387. Undergraduate Research in Systems Biology. 1 - 3 Units.

This course provides students research experience in data science, proteomics, bioinformatics, and clinical informatics under the guidance of faculty affiliated with the Systems Biology and Bioinformatics program. Areas of research include production of big data at bench (cellular proteomics, structural proteomics, genomics, and interaction proteomics) and analysis of big data such as computational/statistical biology, bioinformatics tool development and clinical research informatics. A written report must be approved by the sponsor and submitted to the director of the Center for Proteomics and Bioinformatics before credit is granted.

SYBB 402. Introduction to Scientific Computing. 1 Unit.

This course will introduce students to basic data analysis, scripting and computational skills. SYBB 402 is designed for those with little or no prior programming experience. However, advanced programmers can still learn the tools and resources available to conduct scientific research. Students will gain hands-on experience working with data science software, Linux operating system, R/python packages, and functions designed for bioinformatics applications. At the end of the class, the students will complete a small-scale project/final, where they analyze a publicly available dataset and produce a short report. This course will prepare students for the SYBB Survey Series, which is composed of the following course sequence: (A) Technologies in Bioinformatics, (B) Data Integration in Bioinformatics, (C) Translational Bioinformatics, and (D) Programming for Bioinformatics. Each standalone section of this course series introduces students to an aspect of a bioinformatics project - from data collection (SYBB 311/411A) to data integration (SYBB 311/411B), to research applications (SYBB 311/411C), with a fourth module (SYBB 412) introducing basic bioinformatics programming skills.

SYBB 411. Technologies in Bioinformatics. 3 Units.

This course introduces students to the high-throughput technologies used to collect data for bioinformatics research in various fields including genomics, proteomics, clinical informatics, imaging, and metagenomics. This class surveys the conceptual models and tools used to analyze and interpret data collected by high-throughput technologies, and the latest applications of bioinformatics in the current state of science. This course will focus on genotyping, DNA/RNA sequencing, mass spectrometry-based proteomics, phosphoproteomics, electronic health records, metagenomics and immunology. The knowledge structures that we will cover include biomedical ontologies and databases, bioinformatics tools, essential algorithms in bioinformatics and networks. There will be in class exercises and assignments covering tools for genome/proteome exploration and analysis. This is an active learning course that will provide a hands-on learning experience for the students. Offered as SYBB 311 and SYBB 411. Prereq: Graduate Standing or BIOL 214 and BIOL 215.

SYBB 411A. Survey of Bioinformatics: Technologies in Bioinformatics. 1 Unit.

SYBB 311A/411A is a 5-week course that introduces students to the high-throughput technologies used to collect data for bioinformatics research in the fields of genomics, proteomics, and metabolomics. In particular, we will focus on mass spectrometer-based proteomics, DNA and RNA sequencing, genotyping, protein microarrays, and mass spectrometry-based metabolomics. This is a lecture-based course that relies heavily on out-of-class readings. Graduate students will be expected to write a report and give an oral presentation at the end of the course. SYBB 311A/411A is part of the SYBB survey series which is composed of the following course sequence: (1) Technologies in Bioinformatics, (2) Data Integration in Bioinformatics, (3) Translational Bioinformatics, and (4) Programming for Bioinformatics. Each standalone section of this course series introduces students to an aspect of a bioinformatics project - from data collection (SYBB 311A/411A), to data integration (SYBB 311B/411B), to research applications (SYBB 311C/411C), with a fourth module (SYBB 311D/411D) introducing basic programming skills. Graduate students have the option of enrolling in all four courses or choosing the individual modules most relevant to their background and goals with the exception of SYBB 411D, which must be taken with SYBB 411A. Offered as SYBB 311A, BIOL 311A and SYBB 411A. Prereq: Graduate Standing or Requisites Not Met Permission.

SYBB 411B. Survey of Bioinformatics: Data Integration in Bioinformatics. 1 Unit.

SYBB 311B/411B is a five week course that surveys the conceptual models and tools used to analyze and interpret data collected by high-throughput technologies, providing an entry points for students new to the field of bioinformatics. The knowledge structures that we will cover include: biomedical ontologies, signaling pathways, and interaction networks. We will also cover tools for genome exploration and analysis. The SYBB survey series is composed of the following course sequence: (1) Technologies in Bioinformatics, (2) Data Integration in Bioinformatics, (3) Translational Bioinformatics, and (4) Programming for Bioinformatics. Each standalone section of this course series introduces students to an aspect of a bioinformatics project - from data collection (SYBB 311A/411A), to data integration (SYBB 311B/411B), to research applications (SYBB 311C/411C), with a fourth module (SYBB 311D/411D) introducing basic programming. Graduate students have the option of enrolling in all four courses or choosing the individual modules most relevant to their background and goals with the exception of SYBB 411D, which must be taken with SYBB 411A. Offered as SYBB 311B, BIOL 311B, and SYBB 411B. Prereq: Graduate Standing or Requisites Not Met Permission.

SYBB 411C. Survey of Bioinformatics: Translational Bioinformatics. 1 Unit.

SYBB 311C/411C is a longitudinal course that introduces students to the latest applications of bioinformatics, with a focus on translational research. Topics include: `omic drug discovery, pharmacogenomics, microbiome analysis, and genomic medicine. The focus of this course is on illustrating how bioinformatic technologies can be paired with data integration tools for various applications in medicine. The course is organized as a weekly journal club, with instructors leading the discussion of recent literature in the field of bioinformatics. Students will be expected to complete readings beforehand; students will also work in teams to write weekly reports reviewing journal articles in the field. The SYBB survey series is composed of the following course sequence: (1) Technologies in Bioinformatics, (2) Data Integration in Bioinformatics, (3) Translational Bioinformatics, and (4) Programming for Bioinformatics. Each standalone section of this course series introduces students to an aspect of a bioinformatics project - from data collection (SYBB 311A/411A), to data integration (SYBB 311B/411B), to research applications (SYBB 311C/411C), with a fourth module (SYBB 311D/411D) introducing basic programming. Graduate students have the option of enrolling in all four courses or choosing the individual modules most relevant to their background and goals with the exception of SYBB 411D, which must be taken with SYBB 411A. Offered as SYBB 311C, BIOL 311C and SYBB 411C. Prereq: Graduate Standing or Requisites Not Met Permission.

SYBB 412. Survey of Bioinformatics: Programming for Bioinformatics. 3 Units.

SYBB 412 is a 3 credit-course that will introduce students to bioinformatics analysis and basic programming. This course is designed for those with little or no prior programming experience. However, advanced programmers can still learn bioinformatics pipelines and software packages to conduct research. Students will gain hands-on experience working with bioinformatics software, R packages and functions designed for bioinformatics applications. Programming for Bioinformatics course mainly focuses on R (rproject.org), and introduces students to basic programming in R, what packages are available, and teaches an introductory hands-on experience working with R by walking through the students in analyzing large -omics datasets. At the end of the class, the students are assessed with a small-scale project, where they analyze a publicly available dataset and produce a short report. This is an active learning class where adaptive learning and active learning teaching practices are used. Adaptive learning provide personalized learning, where efficient, effective, and customized learning paths to engage each student is offered. Recommended Preparation: BIOL 326 (Genetics) or equivalent Prereq: (SYBB 411A and Graduate Standing) or Requisites Not Met Permission.

SYBB 419. Applied Probability and Stochastic Processes for Biology. 3 Units.

Applications of probability and stochastic processes to biological systems. Mathematical topics will include: introduction to discrete and continuous probability spaces (including numerical generation of pseudo random samples from specified probability distributions), Markov processes in discrete and continuous time with discrete and continuous sample spaces, point processes including homogeneous and inhomogeneous Poisson processes and Markov chains on graphs, and diffusion processes including Brownian motion and the Ornstein-Uhlenbeck process. Biological topics will be determined by the interests of the students and the instructor. Likely topics include: stochastic ion channels, molecular motors and stochastic ratchets, actin and tubulin polymerization, random walk models for neural spike trains, bacterial chemotaxis, signaling and genetic regulatory networks, and stochastic predator-prey dynamics. The emphasis will be on practical simulation and analysis of stochastic phenomena in biological systems. Numerical methods will be developed using a combination of MATLAB, the R statistical package, MCell, and/or URDME, at the discretion of the instructor. Student projects will comprise a major part of the course. Offered as BIOL 319, ECSE 319, MATH 319, SYBB 319, BIOL 419, EBME 419, MATH 419, PHOL 419, and SYBB 419.

SYBB 421. Fundamentals of Clinical Information Systems. 3 Units.

Technology has played a significant role in the evolution of medical science and treatment. While we often think about progress in terms of the practical application of, say, imaging to the diagnosis and monitoring of disease, technology is increasingly expected to improve the organization and delivery of healthcare services, too. Information technology plays a key role in the transformation of administrative support systems (finance and administration), clinical information systems (information to support patient care), and decision support systems (managerial decision-making). This introductory graduate course provides the student with the opportunity to gain insight and situational experience with clinical information systems (CIS). Often considered synonymous with electronic medical records, the "art" of CIS more fundamentally examines the effective use of data and information technology to assist in the migration away from paper-based systems and improve organizational performance. In this course we examine clinical information systems in the context of (A) operational and strategic information needs, (B) information technology and analytic tools for workflow design, and (C) subsequent implementation of clinical information systems in patient care. Legal and ethical issues are explored. The student learns the process of "plan, design, implement" through hands-on applications to select CIS problems, while at the same time gaining insights and understanding of the impacts placed on patients and health care providers. Offered as EBME 473, IIME 473 and SYBB 421.

SYBB 459. Bioinformatics for Systems Biology. 3 Units.

Description of omic data (biological sequences, gene expression, protein-protein interactions, protein-DNA interactions, protein expression, metabolomics, biological ontologies), regulatory network inference, topology of regulatory networks, computational inference of protein-protein interactions, protein interaction databases, topology of protein interaction networks, module and protein complex discovery, network alignment and mining, computational models for network evolution, network-based functional inference, metabolic pathway databases, topology of metabolic pathways, flux models for analysis of metabolic networks, network integration, inference of domain-domain interactions, signaling pathway inference from protein interaction networks, network models and algorithms for disease gene identification, identification of dysregulated subnetworks network-based disease classification. Offered as CSDS 459 and SYBB 459.

SYBB 461. Cancer Systems Biology. 3 Units.

Cancer systems biology (CSB) addresses the complexity associated with cancer through the integration of experimental biology and computational and mathematical analysis. In- stead of focusing on a single mutation or alteration, cancer systems biology looks at the changing cancer ecosystem, thus allowing cancer biologists and oncologists to understand and predict genomic events that affect the tumor system. In this class survey on CSB topics will be covered. The students will be exposed to expert knowledge on various topics on CSB. Problem-based learning and active learning approaches will be used to help cover these topics. Students will be evaluated with a term project that includes a presentation and a written report on the analysis and execution of systems approaches to cancer research. Prereq: SYBB 402 and SYBB 411 and SYBB 412.

SYBB 472. BioDesign. 3 Units.

Medical device innovations that would have been considered science fiction a decade ago are already producing new standards of patient care. Innovation leading to lower cost of care, minimally invasive procedures and shorter recovery times is equally important to healthcare business leaders, educators, clinicians, and policy-makers. Innovation is a driver of regional economic development and wealth creation in organizational units ranging in size from the start-up to the Fortune 500 companies. In a broader context, the pace of translational research leading to product and service innovation is highly interdisciplinary, thus, new products and services result from team efforts, marked by a systematic, structured approach to bringing new medical technologies to market and impacting patient care. In this course we examine medical technology innovations in the context of (A) addressing unmet clinical needs, (B) the process of inventing new medical devices and instruments, and (C) subsequent implementation of these advances in patient care. In short, the student learns the process of "identify, invent, implement" in the field of BioDesign. Offered as EBME 472, IIME 472 and SYBB 472.

SYBB 501. Biomedical Informatics and Systems Biology Journal Club. 0 Unit.

The purpose of this journal club is to provide an opportunity for students to critically discuss a wide variety of informatics and systems biology topics and to present their works in progress. A wide range of informatics and systems theory approaches to conducting biomedical research will be accomplished through the guided selection of articles to be discussed during the club. Potential articles will be chosen from scientific journals including: Nature, Science, BMC Bioinformatics, BMC Systems Biology, the Journal of Bioinformatics and Computational Biology, and the Journal for Biomedical Informatics. During journal presentations, trainees will be expected to lead a discussion of the article that leads to the critical evaluation of the merit of the article and its implication for biomedical informatics and systems biology. The Journal Club will also provide a forum for trainees to present proposed, on-going, and completed research. Trainees will attend and participate in the Journal Club throughout their tenure in the program. The Journal Club will meet twice a month and each trainee will be required to present one journal article and one research in progress presentation yearly. The Journal Club will also include sessions where issues related to the responsible conduct of research are reviewed and extended.

SYBB 528. Contemporary Approaches to Drug Discovery. 3 Units.

This course is designed to teach the students how lead compounds are discovered, optimized, and processed through clinical trials for FDA approval. Topics will include: medicinal chemistry, parallel synthesis, drug delivery and devices, drug administration and pharmacokinetics, and clinical trials. A special emphasis will be placed on describing how structural biology is used for in silico screening and lead optimization. This component will include hands-on experience in using sophisticated drug discovery software to conduct in silico screening and the development of drug libraries. Each student will conduct a course project involving in silico screening and lead optimization against known drug targets, followed by the drafting of an inventory disclosure. Another important aspect of this course will be inclusion of guest lectures by industrial leaders who describe examples of success stories of drug development. Offered as BIOC 528, PHOL 528, PHRM 528, and SYBB 528.

SYBB 535. Independent Study in Biomedical Informatics. 1 - 3 Units.

For students pursuing MS or PhD degrees in SYBB, this course provides the opportunity for in-depth exposure to a subfield of systems biology and/or biomedical informatics. Degree-seeking students can enroll in this course prior to beginning 601 or 701 research. In conjunction with their proposed research advisor, enrolled students will undertake a self-directed study of a subfield of systems biology and/or biomedical informatics pertinent to their research area. The selected readings may also represent topics not covered by the student's coursework. The student's performance will be evaluated in an end-of-semester presentation or report at their advisor's discretion.

SYBB 555. Current Proteomics and Bioinformatics. 3 Units.

This course is designed for graduate students across the university who wish to acquire a better understanding of fundamental concepts of proteomics and related bioinformatics as well as hands-on experience with techniques used in current proteomics. Lectures will cover protein/peptide separation techniques, protein mass spectrometry, and biological applications which include quantitative proteomics, protein modification proteomics, interaction proteomics, structural genomics and structural proteomics. Also, it will cover experimental design, basic statistical concept and issues related to high-dimensional data from high-throughput technologies. Laboratory portion will involve practice on the separation of proteins by two-dimensional gel electrophoresis, molecular weight measurement of proteins by mass spectrometry, peptide structural characterization by tandem mass spectrometry. It will also include bioinformatics tools for protein identification and protein-protein interaction networks. The instructors' research topics will also be discussed. Recommended preparation: CBIO 453, CBIO 455, and PQHS 431.

SYBB 601. Systems Biology and Bioinformatics Research. 1 - 18 Units.

(Credit as arranged.)

SYBB 651. Thesis M.S.. 1 - 18 Units.

(Credit as arranged.)

SYBB 701. Dissertation Ph.D.. 1 - 9 Units.

(Credit as arranged.) Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone.