CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 2
Accreditation
Charles R. Drew University of Medicine and Science is accredited by WASC Senior College and University Commission (WSCUC), 1001 Marina Village
Parkway, Suite 500, Alameda, CA 94501; (510) 748-9001. WSCUC granted Charles R. Drew University its regional accreditation in 1995.
Charles R. Drew University is approved by the State of California Council for Private Postsecondary and Vocational Education to grant a Doctor of
Medicine degree in cooperation with the Board of Regents of the University of California.
The College of Medicine programs are accredited by the following agencies:
• The Liaison Committee on Medical Education (LCME) accredits the Drew/UCLA Medical Education Program through the UCLA School of
Medicine
• The Charles R. Drew University, College of Medicine four-year Doctor of Medicine degree program is preliminary accredited by the LCME
• The Charles R Drew University, College of Medicine, is accredited by the Accreditation Council on Graduate Medical Education (ACGME)
as a GME Sponsoring Institution
The College of Science and Health programs are accredited by the following agencies:
• Council on Education in Public Health (CEPH)
• Joint Review Committee on Education in Radiologic Technology (JRCERT)
• Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
The Mervyn M. Dymally College of Nursing programs are accredited by the following agencies:
• MSN program is accredited by the Commission on Collegiate Nursing Education (CCNE)
• Entry Level Masters (ELM) Track is approved by the California Board of Registered Nursing (BRN)
VETERANS ADMINISTRATION
Charles R. Drew University is approved for the training of veterans and eligible persons by the California State Approving Agency for Veterans
Education (CSAAVE) under the provisions of Title 38, United States Code. Veterans and dependents are required to comply with VA regulations
pertaining to required class attendance and acceptable academic progress.
NON-DISCRIMINATION POLICY
Charles R. Drew University of Medicine and Science does not permit discrimination or harassment in its programs or activities on the basis of race,
color, national or ethnic origin, ancestry, sex including pregnancy or childbirth (and related medical conditions), gender, gender identity, gender
expression, sexual orientation, age, religion, marital status, physical or mental disability, medical condition, military or veteran status, or any other
personal characteristic protected by university policy, federal or state law. This policy applies to the University’s programs and activities both on
and off-campus, which includes any programs or activities outside of the United States. The University will not retaliate, nor permit retaliation
against any person who reports or participates in reports of discrimination or harassment.
EFFECTIVE CATALOG DATES
This Catalog is in effect from Fall Semester 2023 through Summer Semester 2024.
BUREAU FOR PRIVATE POSTSECONDARY EDUCATION
An individual may contact the Bureau for Private Postsecondary Education for review of a complaint. The Bureau may be contacted at 1747 North
Market Blvd., Suite 225, Sacramento CA 95834, (http://bppe.ca.gov/), Tel. No. 916-574-8900 and main fax 916-263-1897.
CATALOG STATEMENT
This Catalog reflects information available as of the date of publication. Policies, regulations, tuition and fees in this Catalog are subject to change
and do not constitute an irrevocable contract between any student and Charles R. Drew University of Medicine and Science. Policy updates will be
posted to the website.
While CDU adheres to the terms of program offerings as stipulated in this catalog, circumstances including change in professional associations
and/or accrediting agencies’ requirements may require among other things, course substitution, course changes, and/or course addition. Should
changes deemed by the University as necessary for the sole purpose of student success not anticipated at the time of completing this catalog be
warranted, CDU will ensure that such changes do not require additional cost to the affected students.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 3
Charles R. Drew University
of Medicine and Science
UNIVERSITY
CATALOG
2023 – 2024
Community
•
Leadership
•
Excellence
•
Diversity
•
Integrity
•
Compassion
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 4
Table of Contents
Accreditation ....................................................................................................................................................................................2
Charles R. Drew, MD (1904 – 1950) .............................................................................................................................................. 11
A Message from the President ...................................................................................................................................................... 12
A Message from the Provost ......................................................................................................................................................... 13
Board of Trustees .......................................................................................................................................................................... 14
Officers of the University ............................................................................................................................................................... 15
Executive Management ................................................................................................................................................................. 15
A Message from the President of the Academic Senate ............................................................................................................... 16
University Overview ...................................................................................................................................................................... 17
Mission .............................................................................................................................................................................. 17
History of the University ................................................................................................................................................... 17
University Mascot ............................................................................................................................................................. 17
University Colors ............................................................................................................................................................... 17
CDU and COVID-19 ............................................................................................................................................................ 17
CDU Advantage Institutional Learning Outcomes (ILOs) Curriculum Requirement ...................................................................... 18
University Student Learning Outcomes ............................................................................................................................ 20
“CLEDIC” as a University Value ......................................................................................................................................... 20
Academic Policies .......................................................................................................................................................................... 21
Academic Degree and/or Certificate ................................................................................................................................ 21
Academic Integrity ............................................................................................................................................................ 21
Academic Dishonesty ........................................................................................................................................................ 21
Academic Load and Enrollment Status ............................................................................................................................. 22
Satisfactory Academic Progress..................................................................................................................................................... 23
Procedure when placed on Warning ................................................................................................................................ 23
Procedure when placed on Probation .............................................................................................................................. 24
Dismissal............................................................................................................................................................................ 25
Attendance .................................................................................................................................................................................... 25
Leave of Absence ........................................................................................................................................................................... 26
Classification Statuses ................................................................................................................................................................... 27
Semester of Non-Enrollment ............................................................................................................................................ 27
Classification of Students .................................................................................................................................................. 27
Unit Requirement ............................................................................................................................................................. 27
Residence Requirement .................................................................................................................................................... 27
Continuous Enrollment for Graduate Students ................................................................................................................ 27
Course Substitution Policy ............................................................................................................................................................. 27
Dean’s List...................................................................................................................................................................................... 28
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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Graduate Readmission Policy ........................................................................................................................................................ 28
Graduation Degree Conferral Date ............................................................................................................................................... 28
Pass/No Pass Grading Option ........................................................................................................................................... 28
Program of Study Reactivation Policy ........................................................................................................................................... 29
Required Enrollment for Culminating Students ............................................................................................................................ 29
Final Examinations ......................................................................................................................................................................... 29
Grade Change ................................................................................................................................................................................ 29
Grade Point Average...................................................................................................................................................................... 30
University Grading System ............................................................................................................................................................ 30
Graduation Requirements ............................................................................................................................................................. 32
Diploma/Degree Name .................................................................................................................................................................. 32
Incomplete Grades ........................................................................................................................................................................ 32
Independent/Directed Study ......................................................................................................................................................... 32
Maximum Time to Degree Completion ......................................................................................................................................... 33
Course Repeat Policy ..................................................................................................................................................................... 33
Transfer Credit ............................................................................................................................................................................... 33
Military Training ................................................................................................................................................................ 34
Maximum Transfer Credit ................................................................................................................................................. 34
Department of Veteran Affairs Benefits ........................................................................................................................................ 35
Advanced Placement (AP) Credit Policy Credit ............................................................................................................................. 35
Admission Procedures and Policies ............................................................................................................................................... 36
Application Deadlines Policy ............................................................................................................................................. 36
Deadlines for Admission ................................................................................................................................................... 36
Application Requirements ............................................................................................................................................................. 37
Associate of Science of Radiologic Technology................................................................................................................. 37
Bachelor of Science in Biomedical Sciences ...................................................................................................................... 38
Computed Tomography Certificate .................................................................................................................................. 38
Bachelor of Science in Public Health in Urban Health Disparities .................................................................................... 38
Bachelor of Science in Psychology with an Emphasis in Community Counseling * .......................................................... 38
Bachelor of Science in Nursing – RN to BSN ..................................................................................................................... 39
Bachelor of Science in Nursing Pre-Licensure and Direct Nursing Phase ......................................................................... 39
Postbaccalaureate Leadership Program ........................................................................................................................... 41
International Students ...................................................................................................................................................... 41
Master of Science, Biomedical Science ............................................................................................................................. 42
Master of Public Health in Urban Public Health ............................................................................................................... 42
Master of Health Science, Physician Assistant .................................................................................................................. 43
Master of Science in Nursing - Entry Level ....................................................................................................................... 45
Master of Science in Nursing – Family Nurse Practitioner ............................................................................................... 46
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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Post Master’s Certificate – Family Nurse Practitioner ...................................................................................................... 46
Master of Science in Nursing – Psychiatric/Mental Health Nurse Practitioner ................................................................ 47
Post Master’s Certificate – Psychiatric/Mental Health Nurse Practitioner ...................................................................... 47
Doctor of Nursing Practice ................................................................................................................................................ 48
Pre-enrollment Examinations ........................................................................................................................................................ 50
College Level Examination Program (CLEP) ................................................................................................................................... 50
Canadian Transcripts ..................................................................................................................................................................... 50
Test of Essential Academic Skills ................................................................................................................................................... 50
Admission Process ......................................................................................................................................................................... 50
Notification of Admission.................................................................................................................................................. 50
Appeal of Admissions Decision ......................................................................................................................................... 51
Transfer Students .......................................................................................................................................................................... 51
Tuition Fee Deposit Policy ............................................................................................................................................................. 51
Tuition Deposits ................................................................................................................................................................ 51
Deferment of Enrollment .............................................................................................................................................................. 51
Readmission of Former Students .................................................................................................................................................. 52
Non-Matriculated Enrollment ....................................................................................................................................................... 52
New Student Orientation .............................................................................................................................................................. 53
Catalog Rights ................................................................................................................................................................................ 53
Course Numbering System ............................................................................................................................................................ 53
Accessibility Services and Accommodations ................................................................................................................................. 53
Student Disability Services Coordinator ........................................................................................................................... 55
Drug-Free Workplace and University ............................................................................................................................................ 55
Financial Aid and Scholarships ...................................................................................................................................................... 56
CDU and External Scholarships ......................................................................................................................................... 56
How to Apply for Financial Aid .......................................................................................................................................... 56
Eligibility ............................................................................................................................................................................ 56
Verification ........................................................................................................................................................................ 57
Types of Financial Aid Available ........................................................................................................................................ 57
Loan Notification/Right to Cancel ..................................................................................................................................... 58
Loan Repayment ............................................................................................................................................................... 58
Entrance and Exit Counseling ............................................................................................................................................ 58
Refunds and Repayment ................................................................................................................................................... 58
Debt Management and Default Reduction ....................................................................................................................... 59
Financial Aid Disbursements ............................................................................................................................................. 59
Return to Title IV Funds Policy .......................................................................................................................................... 59
Written Notifications ........................................................................................................................................................ 59
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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Satisfactory Academic Progress (SAP) .............................................................................................................................. 59
Program Completion Timeframe ...................................................................................................................................... 60
Financial Aid Statuses Definitions ..................................................................................................................................... 60
How to Re-Establish Eligibility ........................................................................................................................................... 61
Payment Periods and Disbursements ............................................................................................................................... 61
Other Sources of Financial Aid .......................................................................................................................................... 61
Registration and Records............................................................................................................................................................... 62
Adding/Dropping Courses ................................................................................................................................................. 62
Academic Advising ............................................................................................................................................................ 62
Course Withdrawal ........................................................................................................................................................... 62
University Withdrawal ...................................................................................................................................................... 62
Unofficial Withdrawal ....................................................................................................................................................... 63
Medical Withdrawals ........................................................................................................................................................ 63
Auditing Courses ............................................................................................................................................................... 63
Cancelled Courses ............................................................................................................................................................. 63
Concurrent Enrollment ..................................................................................................................................................... 63
Enrollment Certification .................................................................................................................................................... 63
Graduation Process ........................................................................................................................................................... 63
Graduation Commencement Ceremony ........................................................................................................................... 64
Holds ................................................................................................................................................................................. 64
Transcripts ......................................................................................................................................................................... 64
Family Educational Rights and Privacy Act (FERPA) .......................................................................................................... 65
Student Conduct ............................................................................................................................................................................ 68
Student Responsibility ...................................................................................................................................................... 70
Title IX ............................................................................................................................................................................... 70
Sexual Harassment ............................................................................................................................................................ 71
Reporting Incidents ........................................................................................................................................................... 72
Where to Report ............................................................................................................................................................... 73
Confidential Reporting and Support Services ................................................................................................................... 73
Procedural Rights .............................................................................................................................................................. 73
Retaliation ......................................................................................................................................................................... 74
Non-Discrimination Policy ................................................................................................................................................. 74
Student Complaints to External Agencies ......................................................................................................................... 74
Course Recordings ............................................................................................................................................................ 75
Tuition and Fees ............................................................................................................................................................................ 75
Certificate Programs ......................................................................................................................................................... 75
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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Undergraduate Programs ................................................................................................................................................. 75
Graduate Programs ........................................................................................................................................................... 75
University Fees .................................................................................................................................................................. 76
Student Health Insurance ................................................................................................................................................. 76
Payment Due Dates........................................................................................................................................................... 76
Payment and Financial Aid ................................................................................................................................................ 76
Federal Direct Subsidized & Unsubsidized Loans ............................................................................................................. 76
Federal Grad Plus and Parent Plus Loans .......................................................................................................................... 76
Other Financial Aid Programs ........................................................................................................................................... 77
Payment of Tuition and Fees ............................................................................................................................................ 77
Refund Policy and Procedure ............................................................................................................................................ 77
Tuition Installment Plan .................................................................................................................................................... 77
Military Tuition Assistance (TA) ........................................................................................................................................ 77
University Services ......................................................................................................................................................................... 78
Campus Alert System ........................................................................................................................................................ 78
Crime Statistics – Clery Report .......................................................................................................................................... 78
Campus Safety................................................................................................................................................................... 79
Evening Shuttle Service ..................................................................................................................................................... 79
Lost and Found .................................................................................................................................................................. 79
Student Health .................................................................................................................................................................. 79
Parking .............................................................................................................................................................................. 79
Student ID Badges ............................................................................................................................................................. 79
Transportation .................................................................................................................................................................. 80
Library and Academic Computing ................................................................................................................................................. 80
Health Sciences Library ..................................................................................................................................................... 80
Services ............................................................................................................................................................................. 80
Academic Computing ........................................................................................................................................................ 81
Computer Requirement .................................................................................................................................................... 81
University Email ................................................................................................................................................................ 82
A Message from Student Affairs .................................................................................................................................................... 83
Student Affairs ............................................................................................................................................................................... 84
Career Services .................................................................................................................................................................. 84
Student Academic Success (SAS) ...................................................................................................................................... 84
Research Support and Resources ..................................................................................................................................... 84
Student Housing ................................................................................................................................................................ 84
Student Health Insurance ................................................................................................................................................. 84
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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Student Health and Wellness ............................................................................................................................................ 84
Student Life ................................................................................................................................................................................... 84
Student Government ........................................................................................................................................................ 85
Clubs and Organizations ................................................................................................................................................... 85
Student Affairs Academic Programs .............................................................................................................................................. 85
Pipeline and School Partnership Programs ....................................................................................................................... 85
Pre-Health Program .......................................................................................................................................................... 86
Postbaccalaureate Leadership Program ........................................................................................................................... 86
Research and Health Affairs .......................................................................................................................................................... 88
University Research .......................................................................................................................................................... 88
Research Centers .............................................................................................................................................................. 88
Student Research Training Opportunities......................................................................................................................... 88
Research Partnership ........................................................................................................................................................ 89
Community Partnerships .................................................................................................................................................. 90
CDU Faculty and Research Profiles ................................................................................................................................... 90
College of Science and Health ....................................................................................................................................................... 91
History ............................................................................................................................................................................... 91
College of Science and Health Administration .................................................................................................................. 92
A Message from the Dean ................................................................................................................................................. 93
College Introduction ......................................................................................................................................................... 94
Academic Community ....................................................................................................................................................... 94
Student Awards ................................................................................................................................................................. 95
Student Life ....................................................................................................................................................................... 95
Degree Requirements ....................................................................................................................................................... 96
Course Listing .................................................................................................................................................................... 98
General Studies for Undergraduate Programs ................................................................................................................. 98
Associate of Science, Radiologic Technology .................................................................................................................. 102
Computer Tomography Certificate Program .................................................................................................................. 106
Bachelor of Science, Biomedical Sciences....................................................................................................................... 107
Bachelor of Science, Public Health in Urban Health Disparities ..................................................................................... 110
Bachelor of Science, Psychology ..................................................................................................................................... 113
Graduate Programs ......................................................................................................................................................... 114
Master of Public Health in Urban Health Disparities ...................................................................................................... 114
Master of Science, Biomedical Sciences ......................................................................................................................... 119
Physician Assistant, Master of Health Science ................................................................................................................ 121
COSH Governance ........................................................................................................................................................... 124
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 10
COSH Course Descriptions .............................................................................................................................................. 125
College of Medicine ..................................................................................................................................................................... 151
Introduction | College of Medicine (COM) ..................................................................................................................... 151
College of Medicine Administration ............................................................................................................................... 153
Department Chairs .......................................................................................................................................................... 154
A Message from the Dean ............................................................................................................................................... 155
Our Faculty ...................................................................................................................................................................... 156
CDU 4-Year Medical Degree Program ............................................................................................................................. 156
Graduate Medical Education (GME) ............................................................................................................................... 166
Office of Continuing Medical Education (CME) .............................................................................................................. 168
CDU/UCLA Medical Education Program ......................................................................................................................... 170
Mervyn M. Dymally College of Nursing ....................................................................................................................................... 186
History ............................................................................................................................................................................. 186
Mervyn M. Dymally College of Nursing Administration ................................................................................................. 188
A Message from the Dean ............................................................................................................................................... 189
Bachelor of Science in Nursing – Pre-licensure Track ..................................................................................................... 193
Bachelor of Science in Nursing Registered Nurse ........................................................................................................... 197
Entry Level Master of Science in Nursing (ELM) ............................................................................................................. 199
LVN to RN 30-Unit Option ............................................................................................................................................... 201
Master of Science in Nursing (MSN) and Post Master’s Certificate (PMC), Family Nurse Practitioner (FNP) ................ 202
Master of Science in Nursing (MSN) and Post Master’s Certificate (PMC), Psychiatric Mental Health Nurse Practitioner
(PMHNP) ......................................................................................................................................................................... 204
Doctor of Nursing (DNP) Practice Program ..................................................................................................................... 205
Policies ............................................................................................................................................................................ 207
MMDCON Administration ............................................................................................................................................... 211
Nursing Course List ......................................................................................................................................................... 212
Course Descriptions ........................................................................................................................................................ 213
2023 – 2024 Academic Calendars (COSH and MMDCON) ........................................................................................................... 224
University Holidays 2023 – 2024 ................................................................................................................................................. 227
Key Telephone Numbers ............................................................................................................................................................. 228
Location ....................................................................................................................................................................................... 229
Travel Directions ............................................................................................................................................................. 229
Facility ............................................................................................................................................................................. 229
Campus Map ................................................................................................................................................................... 229
University Catalog Committee .................................................................................................................................................... 230
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 11
Charles R. Drew, MD (1904 – 1950)
A LIFE COMMITTED TO
EXCELLENCE
Charles R. Drew University of Medicine and Science is named in honor of a
most distinguished African American surgeon whose research and
groundbreaking accomplishments in the collection and storage of blood
plasma became the foundation and model for today’s system of blood
donation and preservation.
Charles Richard Drew’s life was characterized by a strong commitment to
excellence. He won a scholarship to Amherst College, Massachusetts, after
attending Dunbar High School in Washington, D.C., where he had been
voted most popular boy, and best all-round athlete in his senior year. At
Amherst, he excelled in athletics, winning the Pentathlon trophy all four
years, and the Mossman trophy, for the athlete bringing greatest honor to
the school.
Charles R. Drew was an athletic coach and biology teacher at Morgan College, Baltimore, before going on to medical school at
McGill University in Canada, where he graduated with his Doctor of Medicine and Master of Surgery degrees in 1933. He was
an Alpha Omega Alpha scholar at McGill, and winner of the J. Francis Williams Fellowship in Medicine, awarded on the basis of
a competitive examination given annually to the top five students in the graduating class.
Dr. Drew returned to Washington D.C. to do a residency in surgery at Freedmen’s Hospital (later Howard University Medical
Center). A Rockefeller Foundation Fellowship took him to Columbia-Presbyterian Medical Center, where his exhaustive
research provided the background for his doctoral thesis: Banked Blood: A Study in Blood Preservation. He was the first
African American to earn the postgraduate Doctor of Science in Medicine (MD Sc.) degree.
At the outbreak of World War II, Charles R. Drew provided crucial assistance to the war effort in Britain by developing and
directing a successful blood collection and storage project in response to a request from his former McGill professor, Dr. John
Beattie. The “Blood for Britain” program was an organization of several hospitals involved in uniform procedures for recruiting
donors, collecting blood, and processing and supplying plasma to the British Red Cross. Thousands of lives were saved on the
battlefield through the new storage techniques, and Charles R. Drew was subsequently appointed Director of the first
American Red Cross blood bank, establishing an effective program for the U.S. Armed Forces. He later resigned the post to
protest the military’s practice of maintaining segregated blood banks.
Charles R. Drew returned to Howard in 1941 to head the department of Surgery, and in 1944 became Chief of Staff at
Freedmen’s Hospital. That year, he was awarded the SPINGARN medal by the NAACP for his “outstanding work in blood
plasma.” Charles R. Drew’s pioneering work had earned him several honorary degrees and appointments on national scientific
committees. On his way to a scientific meeting in Tuskegee in 1950, Charles R. Drew died as a result of an automobile accident
from severe injuries sustained at the wheel of his car.
Dr. Charles R. Drew left behind a wife, four children, and a legacy of deep compassion and devotion to excellence and civil
liberties for all.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 12
A Message from the President
Welcome to Charles R. Drew University of Medicine and Science!
As the University President, I have no greater responsibility than to ensure the
success of our students, faculty, and staff. I believe that promoting student
accomplishments is a moral imperative. In addition to being the right thing to
do, it is a catalyst for fulfilling our mission and it is essential for achieving CDU’s
full potential as an institution of higher learning.
“Education, our Fundamental Resource” − McCone Commission 1965
At CDU, we are committed to academic excellence, and we believe our work
here has never been simply for private use, but always for public good. CDU is
devoted to preparing future health professionals to lead and advance care in
their respective fields. We are committed to ensuring we graduate a diverse
body of outstanding students who will become leaders in transforming the
quality of healthcare services. We educate our students to provide culturally
appropriate care with excellence and compassion. The constantly changing
demographics in our community and beyond make it more important than ever
for our students to be knowledgeable about and sensitive to the differences in
health theories, systems, and practices among the many different cultures
represented in today's patient population and community.
CDU faculty and staff ensure that our students gain the relevant skills needed to
succeed in today’s healthcare workforce. Our small student-to-faculty ratio allows students to benefit from intensive
interaction with supervising faculty and have hands on clinical experience in treating patients.
A campus environment that is diverse in all its forms enriches our lives and provides students the broad range of experiences,
which are necessary for personal and professional growth and development – that is the CDU Advantage.
The students who enroll at CDU work hard and dream big, therefore we want your University experience to be memorable
and rewarding. In addition to your academic pursuits, we encourage you to become involved in the University’s extracurricular
programs. To learn more about these offerings, visit the Office of Student Life.
Thank you for selecting Charles R. Drew University of Medicine and Science to continue your education. In time, you will
understand why CDU represents the future of healthcare. It's unlike any other academic health sciences institution in the
nation.
David M. Carlisle, MD, PhD
President and CEO
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 13
A Message from the Provost
Dear Students:
A hearty welcome to all the students of Charles R. Drew University of Medicine and Science. Students are drawn to CDU’s
vision of “excellent health and wellness for all in a world without health disparities” and our mission to serve under-resourced,
diverse communities. We are delighted to have you with us.
The CDU Advantage features five areas of concentration that are woven through the curriculum of every undergraduate and
graduate program:
• Research Experience/Undergraduate Thesis
• Social Justice/Cultural Diversity Education
• Global-International Experience with a focus on Comparative Health Disparities
• Experiential Education – Underserved Community Engagement
• Health Policy – Socio-Political and Economic Dynamics of Health
In every course of study, the CDU Advantage serves our goal to empower you, affirm you, and provide you the tools you will
need as leaders in healthcare who embody the CDU values of Community, Leadership, Excellence, Diversity, Integrity, and
Compassion.
This catalog is your guide to the courses that will be the building blocks of your education. It is also chock full of all the rules
and regulations and other the information you will want as you navigate the complex place an institution of medical sciences
inevitably is. But then don’t forget all the things it doesn’t contain, such as the extracurricular engagements and the
interactions with your classmates, faculty and CDU staff, that will make up the totality of your CDU experience. I hope your
matriculation at CDU leads to a love of lifelong learning and ever greater commitment to building a better world.
Sylvia Manning, PhD
Interim Provost
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 14
Board of Trustees
Benjamin F. Quillian, PhD
CHAIR
Vidya Kaushik, MD
VICE CHAIR
John Baackes
Beong-Soo Kim, Esq.
B. Kathlyn Mead, MBA
James M. Rosser, PhD
EXECUTIVE COMMITTEE MEMBERS
Beverly Cole
Sonnet Hui, LEED® AP
Frank Hurtarte
Allison Leggett, MS
Paula Madison
Kelsey Catherine Martin, MD, PhD
Bryon J. McLain, Esq.
Andre Miller
Julie J. Sprengel, MBA, RN
Stasia Washington
Scott Weingarten, MD, MPH
David M. Carlisle, MD, PhD
EX-OFFICIO
Bita Amani, PhD, MHS
FACULTY REPRESENTATIVE
Pending
STUDENT TRUSTEE
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 15
Officers of the University
David M. Carlisle, MD, PhD
PRESIDENT AND CHIEF EXECUTIVE OFFICER
Sylvia Manning, PhD
INTERIM PROVOST
Angela L. Minniefield, MPA
SENIOR VICE PRESIDENT, ADVANCEMENT AND OPERATIONS AND CHIEF OPERATING OFFICER
Elizabeth G. Baskerville, CPA, MBA, JD
SENIOR VICE PRESIDENT OF FINANCE AND CHIEF FINANCIAL OFFICER
Carl A. McLaney, MPA
VICE PRESIDENT OF REAL ESTATE AND INFRASTRUCTURE
Omolola Ogunyemi, PhD
INTERIM VICE PRESIDENT FOR RESEARCH AND HEALTH AFFAIRS
Executive Management
David M. Carlisle, MD, PhD
PRESIDENT AND CHIEF EXECUTIVE OFFICER
Sylvia Manning, PhD
INTERIM PROVOST
Angela L. Minniefield, MPA
SENIOR VICE PRESIDENT, ADVANCEMENT AND OPERATIONS AND CHIEF OPERATING OFFICER
Elizabeth G. Baskerville, CPA, MBA, JD
SENIOR VICE PRESIDENT OF FINANCE AND CHIEF FINANCIAL OFFICER
Omolola Ogunyemi, PhD
INTERIM VICE PRESIDENT FOR RESEARCH AND HEALTH AFFAIRS
Carl A. McLaney, MPA
VICE PRESIDENT OF REAL ESTATE AND INFRASTRUCTURE
Sylvia Drew Ivie, JD
SPECIAL ASSISTANT TO THE PRESIDENT FOR COMMUNITY RELATIONS
John W. Patton, Jr., Esq.
GENERAL COUNSEL & SECRETARY TO THE BOARD OF TRUSTEES
Keith L. Henderson, JD, LLM
CHIEF INTERNAL AUDITOR
Aaron Weathersby, DSc, OSCP, CISSP, CCNP, SLAE
CHIEF INFORMATION OFFICER
Kathleen M. Arakaki
CHIEF OF STAFF
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 16
A Message from the President of the Academic Senate
On behalf of the Academic Senate of Charles R. Drew University of Medicine and
Science, I welcome you to our campus. You will find that CDU is a special place. We are
a student centered University dedicated to social justice and health equity for our under
resourced populations. Our commitment is to provide you with an outstanding
education through instruction, research, clinical, and community engagement
opportunities. You will experience caring and mentoring faculty that are committed to
your academic success. CDU faculty perform world class research that is having a
positive impact on our community’s health care needs.
As we emerge from the Covid-19 epidemic, we are committed to providing you with a
safe environment for your educational journey. The Academic Senate represents the
voice of your faculty and we want you to be heard in the governance of CDU. We
strongly promote leadership skills and we encourage you to participate in student led
organizations. We look forward to working with you to make your experience at CDU
rewarding in your journey to a health care career.
Thank you for being a part of CDU!
Sincerely,
Thomas Magee, PhD
President of the Academic Senate
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 17
University Overview
Vision
Excellent health and wellness for all in a world without
health disparities.
Mission
Charles R. Drew University of Medicine and Science is a
private non-profit student centered University that is
committed to cultivating diverse health professional
leaders who are dedicated to social justice and health
equity for underserved populations through outstanding
education, research, clinical service, and community
engagement.
History of the University
Charles R. Drew University is a private, nonprofit,
nonsectarian, minority-serving medical and health science
institution established in 1966. The University (then a
“postgraduate medical school”) was conceived during
planning discussions in 1963. However, real progress to
establish the University was not made until the McCone
Commission cited poor health status and diminished
access to healthcare among the major factors fomenting
the 1965 civil unrest in Watts. Charles R. Drew University,
which continues to serve as the only academic health
sciences center for the area’s 1.5 million people, is the
only designated minority-serving health sciences university
in a county of more than 10 million people, 70 percent of
whom are from minority communities. Defined as a
Minority Serving Institution by the Office of Civil Rights,
the University is recognized by the Department of
Education under subsection (a), Title III B Section 326 as a
Historically Black Graduate Institution (HBGI). The
University is a founding member of the Hispanic Serving
Health Professions Schools, a national nonprofit dedicated
to improving the health of Hispanic people through
research initiatives, training opportunities, and academic
development. Since being founded in 1966, CDU has
graduated more than 5,400 health professionals—
including 650 physicians, 2,700 postgraduate physician
specialists, 1,200 physician assistants, 380 MSN prepared
nurses and family nurse practitioners, and hundreds of
other health professionals.
Charles R. Drew University maintains an academic focus
that emphasizes a primary care approach to both
healthcare and community relations. Guided by its
mission, Charles R. Drew University continues to promote
community-based programs in the context of a
collaborative model for teaching, research and service.
University Mascot
The CDU Mighty Lion mascot was created to promote
school spirit, pride, and an overall identity for the
institution. The Lion is the king of the jungle – wise, brave,
and protective; characteristics of a leader. CDU students
strive to be leaders in the health field just like Dr. Charles
R. Drew, a brilliant African-American physician known as a
pioneer for his work with blood preservation. The Lion
possesses a strong, positive nature and does not retreat
from adverse circumstances. Strength, determination and
courage are characteristics affiliated with the Lion and
with CDU students who are passionate about fulfilling the
University’s mission to effect change in underserved
communities.
University Colors
The University colors are black and gold.
CDU and COVID-19
CDU will require COVID-19 vaccination in Fall semester
2023 subject to limited exceptions and exemptions. The
University will also require you to upload proof of COVID-
19 vaccination to the Qualtrics Daily Health Screening tool.
Non-compliance will result in a stop on Fall 2023 and
future registration.
CDU Community Responsibility
Acknowledgement
Before coming to campus, all campus community
members must acknowledge:
• The serious nature of COVID-19
• The importance of each individual’s knowledge of
the risks presented by the virus
• The need to monitor their own health
• The need to notify appropriate personnel if they
are symptomatic and/or exposed and be tested if
necessary
Everyone has a personal responsibility to practice social
distancing, frequent handwashing, cough/sneeze
etiquette, proper tissue usage and disposal, avoidance of
touching their face, to respect others and to practice other
personal hygiene, sanitization and disinfecting
requirements.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 18
CDU Advantage
Institutional Learning
Outcomes (ILOs)
Curriculum Requirement
Policy Statement
The CDU Advantage is a distinct and defining characteristic
of Charles R. Drew University of Medicine and Science
education, from undergraduate to graduate degrees. The
CDU Advantage is a set of curricular and educational
experiences embedded in courses and academic programs
of the University. Hence, the CDU Advantage describes
the common features and experience of ALL Charles R.
Drew University students upon graduation. Through a
variety of course and non-course-based experiences,
students must complete at least one experience in each of
the following five domains: a) Excellence in Specialized
Knowledge and Research, b) Social Justice, c) Global-
International Experience, d) Community Experiential
Education, and e) Health Policy.
Criteria for Developing Student Competence
Each CDU Advantage experience (see Table 1.) will provide
opportunities for students to develop competence
through the:
• Application of specialized research knowledge to
advance their knowledge of and professional
service toward excellent health and wellness for
all in a world without health disparities;
• Understanding and appreciation of human and
cultural diversity that leads to the application of
the principles of social justice in the context of
health equity;
• Appreciation of the global dimension of health
equity and understanding of the intersections of
social determinants of health between local,
national, and global communities;
• Understanding of community based social
determinants of health and the application of
principles of community engagement through
experiential education in underserved and under-
resourced communities; and
• Understanding of the influence of policy on the
dynamics of health equity and the application of
policy reforms to transform health systems and
experience.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 19
Curricular Guidelines
• All students must satisfy the CDU Advantage
curriculum requirement as part of the degree
completion for any associate, baccalaureate, or
graduate degree.
• Students must have academic experiences in all
five domains of the CDU Advantage curriculum
and the experiences must be completed while
enrolled at Charles R. Drew University.
• The CDU Advantage curriculum requirement must
meet existing university regulations and guidelines
(e.g., institutional review board approval for
research with animals or human subjects,
memoranda of affiliation/understanding with
community partners).
• The requirement may be fulfilled through course
or non-course experiences (for example, travel
abroad).
• If a CDU Advantage designated course meets
curricular requirements in other categories (i.e.,
diversity, general education, writing intensive),
the student is eligible to receive credit for fulfilling
the requirements in all applicable categories.
• For non-course options, students must obtain
prior approval for the experience from a faculty
and academic program director.
• If an academic program does not approve a non-
course experience for CDU Advantage credit, a
student may appeal the decision by submitting a
letter-of-appeal to the dean’s office in the
student’s degree-granting College/School.
CDU Advantage ILO Domain Definitions
The CDU Advantage Institutional Learning Outcomes (ILOs)
involve learning experiences in each of the following
domains: a) Excellence in Specialized Knowledge and
Research, b) Social Justice, c) Global-International
Experience, d) Community Experiential Education, and e)
Health Policy. The domain definitions and examples of
activities are provided to assist in guiding the selection and
development of appropriate learning experiences.
1. Specialized Knowledge and Research
Appreciation of empirical facts and their roles in
an organized society. Knowledge demonstrated
through a practical understanding of facts,
information, and skills acquired within a
specialized field of study. Subject-matter expertise
is elevated when research methods are used to
inquire into professional practice. The research
approach can be primary, secondary or tertiary. It
can be quantitative or qualitative. It can be
descriptive, applied, experimental or
observational.
2. Social Justice
Understanding of human and cultural diversity
and power distribution that shapes human
experiences. An exercise of informed decision-
making to assure human rights protection, equal
access to liberties, and resources. The use of
intellectual and ethical reasoning skills to interpret
information and ideas that promote social fairness
for disenfranchised groups.
3. Global-International Experience
Understanding of health disparities and
consequently health professions as a
transnational phenomenon. Deliberate
engagement in activities that foster an integration
of knowledge, skills, and comparative analysis to
promote an appreciation for and understanding of
diverse global cultures, customs and traditions,
and their implications for wellness.
4. Community Experiential Education
An umbrella term describing teaching methods
which utilize deliberate and purposeful
community engagement to advance student
knowledge, skills, values, and promote the public
good. Activities may include hands-on, real-world
learning experiences such as service-learning,
practicum, clerkships, residency, and laboratory
experiences to name a few.
5. Health Policy
Understanding and appreciation of human
experiences as a direct consequence of social
policy. Health policy refers to laws, regulations,
and actions that are undertaken to achieve
community health outcome goals within a society.
Activities undertaken to advance student
knowledge of how policies are derived,
developed, assessed, and reformed with a socio-
political-economic environment.
Examples of CDU Advantage Curricular Activities
These examples are not restrictive but are meant to give a
general idea about possible options within each domain of
CDU Advantage Curriculum.
Specialized Knowledge and Research Examples
Translational Research
Community-Based Research
Field Research
Lab Research
Oral History Research
Health Behavior Research
Thesis Research Project
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 20
Social Justice Examples
Analysis of social disadvantage and race
Analysis of human diversity and health equity
The role of civil and human rights organizations
Human rights Advocacy Project
Attend/Plan Town-Hall Meetings
Global International Experience Examples
Study and service abroad
Infusion of global content into course content
Comparative analysis of cross-borders’ health
disparities
Promotion of global cultures and understanding
Analysis of interconnectedness of cross-borders’
health issues
Community Experiential Education Examples
Community Development
Community Engagement With Public And
Nonprofit Organizations
Community-Based Research
Service-Learning
Community-Based Assessments
Career/Professional Internship
Clerkship
Clinical Fieldwork/Practicum/Research
Independent Study
Practicum/ Internships/ Field
Experience/Fellowships
Residency Experience
Service-Learning
Health Policy Examples
Policy Analysis
Issue/Policy Brief
Position Paper
Policy Proposal
Political/Legislative Meeting/Hearing
Political Speech
Public Policy Research
Research publications
Organization of group activities to promote,
protest, and change health policies on behalf of
the under-resourced communities
University Student Learning Outcomes
The CDU Advantage Institutional Learning Outcomes (ILOs)
involve learning experiences in each of the following
domains: a) Excellence in Specialized Knowledge and
Research, b) Social Justice, c) Global-International
Experience, d) Community and Experiential Education, and
e) Health Policy.
“CLEDIC” as a University Value
Within the world of higher education, CDU has long been a
champion of diversity and inclusion. As a moral imperative,
the students, faculty, administration and staff of Charles R.
Drew University of Medicine and Science continue to place
great value on diversity. For us, diversity is a philosophy of
inclusion, with pluralism and academic freedom as its
foundation. CDU is committed to an open environment
that promotes, accepts and celebrates varying
backgrounds and points of view. CDU is a community of
individuals in which diversity is recognized as being the
core of the intellectual, social, cultural, physical, and moral
body of who we are.
In an organization so reliant on its members, creating a
diverse and inclusive community is not only the right thing
to do, it’s critical to the successful implementation of our
mission. The greatest challenges facing us in the century
ahead are incredibly complex and will require diverse
teams who can work collaboratively and innovatively.
Actively seeking a student body, faculty, and staff who
represent the diversity of our region, nation, and world is
necessary to prepare our students for an increasingly
globalized and connected world.
All of us are enriched by our encounters with one another,
and we strive to learn from each other in an atmosphere
of positive engagement and mutual respect. Our
understanding and acceptance of one another in the
campus environment contributes to our ability to care for
our patients, who live in diverse, and often times
burdened, circumstances.
The University, in accordance with various laws and
beliefs, does not discriminate on the basis of race, color,
ethnicity, national origin, religion, politics, mental/physical
ability, gender, or sexual orientation in any of its policies,
procedures or practices. Furthermore, CDU acknowledges
the guaranteed right of free expression under the First
Amendment. However, we also hold unique
responsibilities as individuals, accountable for our own
behavior and conduct. Seeking balance between rights and
responsibilities makes us keenly aware of the dangers of
defamatory, libelous, or obscene behavior, the value of
community, and the importance of respecting our
differences and commonalties. As individuals committed
to health professions focused on serving underserved and
diverse populations, we embrace the important principle
of caring for the whole person, including the person’s
unique background.
Values
Community- Community encompasses historically
underserved, under resourced, and underrepresented
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 21
groups such as those in South Los Angeles and around the
world that are impacted by health disparities. As a value,
“community” is the binding spirit that inspires and drives
out unique approach in preparing health professionals
dedicated to social justice and health equity.
Leadership- We hold ourselves accountable and define our
collective and individual responsibility as a catalyst for
change necessary to reduce and eliminate health
disparities. As a value, “leadership” means we embrace
our role as a pioneer in health education and research.
Excellence- Excellence is the highest quality performance
in our operations, interactions, activities, and service to
our community. Excellence invokes the desire to challenge
and transcend the status quo. As a value, “excellence”
represents the transformation we seek in ourselves and in
our students, faculty, and staff.
Diversity- Diversity is defined by the multiple perspectives
and ideas, plurality of cultures, variety of ethnicities, and
differences in individuals within our communities. As a
value, “diversity” represents a quintessential element of
humanity and social justice for all.
Integrity- Integrity is the strength of character necessary to
remain true to our values even in the face of adversity. As
a value, “integrity” is conducting trustworthy, ethical, and
respectful education, research, clinical, and other services
in our committed engagement with underserved
communities.
Compassion- Compassion is empathy for the plights and
predicaments of disadvantaged populations. As a value,
“compassion” propels us to hear the voiceless, compels us
to advocate for the oppressed, and obliges us to seek relief
for the deprived.
Academic Policies
Academic Degree and/or Certificate
The academic degree and/or certificate will be issued to
any Charles R. Drew University graduate upon verification
of completion of degree/certificate requirements.
Students must file the Graduation Clearance form and
obtain all approvals prior to submission to the Office of
Registration and Records. Duplicate or replacement
diplomas and certificates may be requested from the
Office of Registration and Records office. There is a fee
charged for each duplicate diploma or certificate.
Academic Integrity
As members of the academic community, faculty,
students, and administrative officials share the
responsibility for maintaining a productive environment.
Faculty has the primary responsibility for establishing and
maintaining an atmosphere and attitude of academic
integrity such that the University may flourish in an open
and honest way. Students share responsibility for
maintaining standards of academic performance and
classroom behavior conducive to the learning process.
Administrative officials are responsible for the
establishment and maintenance of procedures to support
and enforce these academic standards.
Academic Dishonesty
Defined as any academic act which intentionally violates
the trust upon which the pursuit of truth is based. The
sections that follow illustrate key areas in which academic
dishonesty should be watched for and eliminated:
• Examination Behavior: During didactic training,
any behavior that involves external assistance is
considered academically dishonest, unless
expressly permitted by the instructor. Specific
violations that are considered unacceptable
during an examination include communicating in
any way with another student during the
examination, copying material from another
student’s examination, and using unauthorized
notes or other devices during an examination.
• F
abrication: Any intentional falsification or
invention of data or of a scholastic citation in an
academic exercise is considered a violation of
academic integrity. Acts of fabrication include
altering existing data and resubmitting returned
and corrected academic work under the pretense
of grader evaluation error when, in fact, the work
has been altered from its original form.
• P
lagiarism: The appropriation and subsequent
passing off of another’s ideas or words as one’s
own is plagiarism. If the words or ideas of another
are used, acknowledgment of the original source
must be made through recognized referencing
practices. Any use of a direct quotation must be
acknowledged by footnote citation and by either
quotation marks or appropriate indentation and
spacing. If another’s ideas are borrowed in whole
or in part and are merely recast in the student’s
own words, proper acknowledgment must be
made; a footnote or proper internal citation must
follow the paraphrased material.
• Ot
her Types of Academic Dishonesty: The
following activities are also considered violations
of the University’s academic integrity policy:
submitting a paper written by or obtained from
another, using a paper or essay in more than one
class without the instructor’s express permission,
obtaining a copy of an examination in advance
without the knowledge and consent of the
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 22
instructor, using another person to complete
homework assignments or take-home
examinations without the knowledge and/or
consent of the instructor, altering academic
records, using electronic devices to perform
coursework or during an in examination without
the express permission of the instructor.
Academic Load and Enrollment Status
A full-time academic load for undergraduate students
(degree or certificate seeking students) is defined as 12
units or more per semester. A full-time academic load for
graduate students is defined as nine units per semester.
Undergraduate Academic Load
Level
Full Time
¾ Time
Half
Time
Less than
Half Time
Associates
12+ units
9 to 11
units
6 to 8
units
5 or less
units
Bachelors*
12+ units
9 to 11
units
6 to 8
units
5 or less
units
Certificate
12+ units
9 to 11
units
6 to 8
units
5 or less
units
Graduate Academic Load
Masters
9+ units
N/A
6 to 8
units
5 or less
units
Certificate
9+ units
N/A
6 to 8
units
5 or less
units
Doctorate (DNP)
9+ units
N/A
6 to 8
units
5 or less
units
Professional (MD)**
See Below
N/A
N/A
N/A
* In order to complete a four-year Bachelor’s degree program of 120 units on
time, a student typically would need to take an average of 15 units per term,
Fall and Spring.
** CDU MD students measure their progress in weeks, with hours ranging
during each phase of the program. All CDU MD students are enrolled full
time.
For undergraduate students, the maximum academic load
is up to 21 semester units if:
1. they have earned a minimum GPA of 3.3 on all
work pursued during the previous semester;
2. they have not received any grade less than a “C”;
and
3. they are recommended by their Program Director
to the Dean.
Course Load for Students on Academic
Probation
Undergraduate or certificate students on initial scholastic
probation, extended scholastic probation, or who are
returning to the University after a period of absence
caused by academic suspension will be allowed to pursue
a maximum of 15 semester units during any semester until
their cumulative GPA has been restored to at least 2.0 on a
4.0 scale.
Course Load for Conditional Students
Students admitted conditionally will be permitted to
register for one semester as full-time students, at which
time they must demonstrate that they have satisfied all
conditions placed on their acceptance.
Academic Probation
Graduate students will be placed on academic probation if
the semester or cumulative GPA falls below 3.0. If an MPH
student’s overall GPA is less than 3.0 for two consecutive
semesters, the student will be placed on probation for a
maximum of two semesters or until they achieve an
overall GPA of 3.0 or better. Each graduate program may
have additional criteria, which may place the student on
academic probation. For more details, see the
requirements listed for the specific graduate program.
Students who fail to achieve the required academic
standards while on academic probation will be dismissed
from the program and university.
Academic Dismissal
Students may appeal an academic dismissal and should
discuss the preparation of such an appeal with their
Program advisor.
In the College of Science and Health, the Student
Academic Performance, Promotion and Judiciary
Committee (SAPPJC) reviews all appeals and makes final
determinations unless the Dean disagrees with the process
or decision. In such cases, the Dean may appoint an ad hoc
committee to review the appeal. The decision of the ad
hoc committee is final, and the Dean will so inform the
student in writing.
Students who withdraw from the University while on
academic probation will be automatically dismissed.
Students who have been dismissed or who have
withdrawn while on academic probation may not be
readmitted as full-time students until they have been
separated from the College of Science and Health for at
least one semester.
Students experiencing academic difficulty are encouraged
to enter into a Learning Contract with their Advisor to
identify problem areas and develop a strategy to achieve
academic/course requirements.
A graduate student may be placed on probation, or may
be dismissed, for reasons other than cumulative GPA.
These reasons include repeated withdrawal, failure to
progress toward an educational objective, noncompliance
with an academic requirement, and inappropriate
behavior as defined in the Academic Dishonesty sections
of the University Catalog. Students on probation must
meet with their advisor to discuss strategies to achieve
and maintain a “B” average. Students on probation at the
close of their last semester remain on probation.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 23
Students dismissed for ethical or behavioral reasons may
not be readmitted. Special conditions may apply. Tuition
and fees will be refunded according to the University
refund policy.
Satisfactory Academic
Progress
Applicable to every student enrolled in certificate and
degree programs, the Satisfactory Academic Progress
(SAP) Policy ensures that students make satisfactory
progress towards successful completion of their academic
programs. The evaluation points and milestones contained
in the policy are meant to identify problems for which
actions of early intervention and/or remediation can be
taken. Most critical to this policy is a student’s ability to
enroll in and complete courses in a consistent manner.
This ability is measured in two ways: cumulative grade-
point-average (CGPA); and completion rate (CR). Failure to
complete courses successfully for any reason may
negatively affect Satisfactory Academic Progress (SAP).
Failing courses or withdrawing from courses could result in
the loss of financial aid and academic dismissal.
In order for a student to meet Satisfactory Academic
Progress (SAP), the minimum requirements are:
1. CGPA of 2.0 for undergraduate programs; 3.0 for
graduate programs
2. CR of 67% (total successful completed credit hours
divided by your attempted credit hour)
3. Completion of the program without attempting
more than 200% of the credits in the program
(students cannot receive financial assistance for
periods of enrollment beyond 150% of the
average published program length).
The University has the right to modify the Satisfactory
Academic Progress Policy at any time.
Students are evaluated at the end of each semester of
enrollment.
1. At end of each semester, students must achieve a
minimum CGPA of 2.0 (for undergraduate
programs) or a minimum of 3.0 (for graduate
program). Student must also attain a minimum CR
of 67%. Anything below these milestones will
result in Academic/Financial Aid warning unless
the student was on Academic/Financial Aid
Warning in the previous semester. If the student
was on Academic/Financial Aid Warning in the
previous semester, failure to meet these standard
will result in Academic/Financial Aid Probation.
Failing to meet the standard while on Probation
will result in Dismissal from the University.
2. Undergraduate and graduate programs may have
requirements for individual course grades as well
as requirements for CGPA. Please consult the
program handbook for additional academic
requirements.
3. Students may not attempt more than 200% of the
credits in their programs; anything in excess of
150% of the credits will result in Financial Aid
eligibility. Ineligibility for violating the maximum
timeframe can happen at any time.
4. All attempted, withdrawn, failed, repeated and/or
transfer credits that apply to a student’s program
count towards these maximum timeframes.
Unless otherwise noted, Academic/Financial Aid
Probation and Loss of eligibility may be appealed.
Please see the Appeal Process below.
If the review of a student’s Satisfactory Academic
Progress performed at any time indicates that it is
mathematically impossible to meet the minimum
requirements of the standards of Satisfactory
Academic Progress policy at the end of the next
semester of enrollment, the student will be
Academically Dismissed from the University.
To be removed from Academic/Financial Aid Warning
and or Academic/Financial Aid Probation, a student
must meet the Satisfactory Academic Progress
requirements at the next applicable measuring point
(the end of the next semester of enrollment).
Procedure when placed on Warning
1. At end of each semester, the Office of Registration
and Records will identify students who are not
meeting the minimum SAP requirements. Official
notification will be sent to students at their CDU
email. It is the student’s responsibility to check
their CDU email account regularly. Copies of the
notification will be provided to the Office of
Financial Aid and Scholarships and to Program
Directors.
2. Undergraduate students will be placed on
Academic Warning and graduate students
Academic Probation.
3. Students are required to meet with their Program
Directors to discuss the necessary steps to
successfully achieve the SAP standards at the end
of the next semester. The student and Program
Director will complete an Academic Plan that
details what is expected of the student.
4. If undergraduate student does not meet the
requirements of SAP at the end of the next
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 24
semester, the student will be placed on Probation.
See steps below.
Procedure when placed on Probation
1. The Office of Registration and Records will identify
students on warning who have not met the
minimum SAP requirements for a second
semester. An academic hold will be placed on the
student account. Official notification will be sent
to students via their CDU email. It is the student’s
responsibility to check their CDU email account
regularly. Copies of the notification will be
provided to the Office of Financial Aid and
Scholarships, Retention coordinator, and to
Program Directors or MMDCON Director of
Student Affairs.
2. A student who is placed on probation for violating
the Satisfactory Academic Progress policy must
appeal in writing to the Program Director (COSH)
or the MMDCON Director of Student Affairs (SON)
before the start of the following semester. The
written appeal must state the mitigating
circumstances that contributed to the probation.
The written appeal must be supported with
appropriate documentation of the mitigating
circumstances with an explanation on how the
circumstances have been remedied or changed to
ensure that they will be able to meet satisfactory
academic progress, if the appeal is approved.
3. The student is required to meet with their
Program Director or MMDCON Dir. Of Student
Affairs and an Academic Plan must be completed.
The plan should outline the necessary steps that
need to be taken, including the number of credits
required to complete, and the required CGPA. The
plan also needs to verify that the student has not
violated the 150% rule and that the student has
completed a minimum of 67% of the credits
attempted.
4. A copy of the plan MUST be provided to the Office
of Registration and Records, Retention
Coordinator and the Office of Financial Aid and
Scholarships. Until such time the plan is received
in these offices, a hold will remain on the student
account.
5. The academic plan is a multi-semester plan that
requires students to successfully complete a
certain number of units per semester, or earn a
specific semester GPA so as to meet SAP
requirements by a particular point in time.
6. Continued receipt of Financial Aid while on
probation requires the submission of an official
appeal and the Academic Plan.
Following is a list of events that indicate there may be a
mitigating circumstance, which has negatively affected
academic progress:
• Death of an immediate family member
• Student illness requiring hospitalization (this
includes mental health issues)
• Illness of an immediate family member where the
student is primary caretaker
• Illness of an immediate family member where the
family member is the primary financial support
• Abusive relationships
• Divorce or separation proceedings
• Previously undocumented disability
• Natural disaster
• Family emergency
• Financial hardship such as foreclosure or eviction
• Documentation from a Professional Counselor
• A doctor documented illness of the student for a
significant period of time
• Military deployment
• Military Permanent Change of Station (PCS)
• Special circumstances
Students should understand that having a mitigating
circumstance does not automatically mean the appeal will
be approved. The appeal will be reviewed to ensure the
student sufficiently provided documentation of the
mitigating circumstance (as outlined above) and that the
student has resolved the mitigating circumstance.
Students who have an appeal denied can reapply, however
the passage of time by itself does not affect the decision.
The Program Director/MMDCON Director of Student
Affairs with oversight by the Office of Registration and
Records, is responsible for determining the
appropriateness of the mitigating circumstances in regards
to severity, timing, and duration of the mitigating
circumstance, and for determining whether the student’s
situation has changed that would allow the student to
demonstrate satisfactory progress at the end of the
probation period. Any consideration of the conditions
outside of the list provided should be discussed with the
Dean. Student life issues, time-management issues, or
making the transition to college are not considered
mitigating circumstances under this policy.
Documentation from a professional counselor should not
breach the student/counselor relationship and should
remain confidential. A memorandum or letter on school or
organizational letterhead indicating a counselor’s opinion
that the student issues may be accommodated to ensure
that the student will be able to meet SAP will suffice as
proof of mitigating circumstances as well as
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documentation that the student’s circumstance have been
remedied or changed to ensure that the student will be
able to meet Satisfactory Academic Progress with the
accommodation from the University.
Any student who ceased attendance or withdrew from the
institution will be evaluated against the minimum
standards of the Satisfactory Academic Progress for grades
and credits attempted as of the time of withdrawal in their
last semester of attendance. Any student who did not
meet the minimum standards of Satisfactory Academic
Progress at the SAP evaluation point must go through the
same appeal process should the student want to be
readmitted. The appeal procedure described in the
preceding section applies.
Dismissal
If the terms of the Academic Plan are not met and the
student does not meet the standards of Satisfactory
Academic Progress, they will be dismissed from the
University. Upon dismissal, the student is entitled to
appeal one time and will follow the same appeal process
as outlined above. Should the appeal be approved, the
student will be permitted to re-enter the program but will
not be eligible for Financial Aid until such time the SAP
standards are met (CGPA and ICR requirements), Official
notification will be sent to students at their CDU email. It is
the student’s responsibility to check their CDU email
account regularly. Copies of the notification will be
provided to the Office of Financial Aid and Scholarships,
Retention Coordinator and to Program Directors.
Attendance
Charles R. Drew University of Medicine and Science is an
attendance-taking institution. Students are expected to
attend classes regularly. Classroom attendance is often
one of the most necessary and important means of
learning and, in many classes, is essential to the
educational objectives of the course.
Faculty members shall take attendance throughout the
term, commencing on the first day of class and continuing
throughout the term, by verifying that the students in
attendance in class appear on the official class roster.
Students attending class and not appearing on the roster
as of Week 3 should report to the Office of Registration
and Records to determine their status and eligibility to
enroll in class.
All students attending class as of the Census date must
appear on the official class roster. No student shall be
permitted to attend class who does not appear on the
Census Roster.
The instructor shall have the authority to execute an
Administrative Drop for any student who is absent three
(3) or more consecutive class meetings without instructor
approval. The student must make every effort to dialog
with the instructor regarding his/her absence.
The instructor may forward the Administrative Drop form
to the Office of Registration and Records.
Administrative Drops will be processed as follows:
1. Within the first two (2) weeks of the term, the
student will be dropped without record of
enrollment.
2. After week two (2) and before the published
deadline to withdraw, a grade of “W” shall be
recorded on the student’s record.
3. After the published deadline to withdraw, the
grade of “U” shall be recorded on the student’s
record.
a. In each of the above instances, the Last
Date of Attendance as reported by the
instructor shall be recorded on the
student’s record and will be used by the
Finance Office to calculate any required
repayment of aid as per Federal
regulations.
Vacations
The University does not have regularly scheduled
vacations for faculty or students. Vacations may be taken
during semester breaks and during the spring break.
Holidays
The University observes nine holidays each year. Students
on clinical rotations may occasionally observe a different
holiday schedule. Students on clinical rotation may be
required to make up holiday time and are asked to check
their respective program policy regarding holidays.
Sick Leaves
Students who are absent three or more days due to illness
may be required to present a doctor’s statement to their
instructor documenting the illness and the expected date
of return. Students MUST make contact with the instructor
prior to the third day of absence or risk being
administratively dropped from the class. The doctor’s note
becomes part of the student’s file. Students are
responsible for the material covered during the period of
their illness and must make up all days in clinical rotation
missed as a result of their illness.
Tardiness
Tardiness by students is discouraged in both didactic
courses and on clinical rotations. Each program and/or
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OF MEDICINE AND SCIENCE
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instructor will determine a class tardiness policy and make
this policy known to each class by recording it in the
course syllabus.
Leave of Absence
Students on an official leave of absence (LOA) do not need
to apply for readmission, since the approved leave is for
readmission to a specific semester. Students may take a
leave of absence from CDU for up 180 days in a 12-month
period without having to re-apply to the university.
For undergraduates, filing a leave of absence is primarily a
declaration process. There is no approval or denial given.
For graduate students, filing a leave of absence must seek
academic department approval.
Failure to register or be on official leave of absence for any
semester constitutes withdrawal from CDU.
Types of Leaves
Academic leaves of absence are related to a student’s
degree studies. Situations that are considered an academic
leave include taking time off due to major uncertainty,
non-CDU study abroad programs, or other unique
academic opportunities outside of CDU.
Financial leaves of absences are typically related to a
student’s inability to pay tuition at CDU. Situations that are
considered a financial leave include: changes in financial
aid awards or an outstanding balance that will not be
resolved before the next semester begins.
Medical/Health-Related leave of absence indicate that the
student is requesting a leave to address personal
health/medical concerns. Situations that are considered
health/medical related leave include treatment of a
serious or chronic illness or injury, mental health
conditions, and hospitalization.
Please note that students who withdraw from all courses
due to health related (documentation required) reasons
may be able to receive W’s for their final grades, if after
add/drop period. Documentation of mitigating
circumstances must be provided and submitted with the
Leave of Absence form.
Military Service leaves of absence are related to student’s
obligation for active duty in the military. Situations that
are considered a military leave include call to active duty
for any branch of the U.S. military armed forces.
Personal/Family leaves of absences are related to various
individual interests, concerns, or responsibilities.
Situations that are considered a personal or family leave
include: attending to a family crisis such as caring for sick
family member, personal travel, professional opportunity
to supplement their studies with practical experience, and
participation in a nonacademic program.
A Leave of Absence (LOA) may be granted through the
individual academic programs. The student must be in
good academic standing (unless a mitigating circumstance
is established) and fully accepted to the University prior to
requesting the LOA, without any outstanding provisions of
a conditional acceptance. To comply with Federal
Department of Education requirements, a leave of
absence is limited to 180 days, inclusive of approved
extensions.
Depending on the duration of the LOA, changes in the
curriculum or in other University or academic program
policies may occur that could have an impact on academic
requirements affecting a student’s matriculation upon
return from a leave. Reasonable efforts will be made to
minimize the impact of such changes, and if known at the
time that a leave is granted, the student will be informed
of these revised requirements as part of the terms and
conditions contained in the letter granting a leave.
In advance of returning to CDU, students are responsible
for reaching out to all applicable offices and departments
including their academic advisor, the Registrar, Financial
Aid, and the Office of Student Life to fulfill their pending
obligations.
A student’s return to the program earlier than the time
indicated is contingent upon space availability and
scheduling in the program. Extensions of leave will be
reviewed and approved by the individual program and/or
Dean. If the student does not return at the time indicated
and if an extension has not been approved by the Dean,
the student will be withdrawn from the University.
In situations of widespread emergency, the University may
authorize an additional Emergency Leave of Absence for
students, which can be requested and administered as
with a medical Leave of Absence. An Emergency Leave of
Absence will only be granted if a standard Leave of
Absence has already been utilized. An Emergency Leave of
Absence will extend to the end of the academic term in
which it is requested, and continue no longer than one
additional academic term. It is important for students to
note that an Emergency Leave of Absence may impact
their financial aid eligibility and loan repayment status.
Students should consult with the financial aid and
scholarships office prior to requesting an Emergency Leave
of Absence in order to understand the implications of such
a leave.
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A graduate or undergraduate student requesting a Leave
of Absence during or at the end of the academic term (but
before finals), must complete the following procedure:
• Submit a completed Leave of Absence form to the
Program Director (or designee). Any applicable
documentation required for approval of the LOA
(i.e. medical certification, military orders) must be
included with the form before the request can be
reviewed.
• After submission of the form, the student must
meet with the Program Director (or designee) to
discuss the reason for the leave. After consulting
with the Program Director (or designee), the
official will sign the form indicating his/her
approval to proceed with the remainder of the
leave process.
• Once approved, the Program Director (or
designee) will forward the form to the Office of
the Registration and Records for processing.
• If a medical-related or military LOA is approved,
the student will receive a grade of “W” for each
course after the withdrawal date and before the
last day of the term.
All students approved for a LOA are strongly encouraged
to meet with the Office of Financial Aid prior to the start of
the leave to determine the impact the LOA on their
financial aid eligibility and loan repayment status.
Classification Statuses
Semester of Non-Enrollment
Undergraduate students enrolled in a program that does
not require continuous enrollment and who wish to not
register for a semester, will be placed on an approved
Undergraduate Non-Enrollment status, once the Add/Drop
period has ended. If the student does not register for the
semester immediately following the semester of non-
enrollment, they will be administratively withdrawn from
the university and will be required to reapply for
admission under the degree requirement in effect at the
time of readmission. See Readmission policy.
Classification of Students
• Freshman: An undergraduate student who has
completed less than 30 units.
• Sophomore: An undergraduate student who has
completed 30 to 59 units.
• Junior: An undergraduate student who has
completed 60 to 89 units.
• Senior: An undergraduate student who has
completed 90 or more units.
• Non-Matriculating Student: A student who has
been granted permission to enroll in classes for a
single semester without being accepted to a
degree or certificate program.
• Graduate Student: A student who has been
admitted to a graduate program.
Unit Requirement
Total units required for the Associate of Science, Bachelor
of Science, and graduate and professionals degrees and
certificates vary by program. The CDU MD program does
not have an official unit or credit requirement (please see
the CDU MD section
of the catalog for additional
information).
Residence Requirement
Prior to receiving an Associate of Science degree, students
must have completed at least half of the total units
required for degree completion in their program in
residence. Prior to receiving a Bachelor of Science degree,
students must have completed a total of at least 63 units
in residence (including at least half of these in the required
major).
The residency requirement for all one-year Bachelor of
Science clinical completion and Master’s degree programs
varies by program. See the Master of Science in
Biomedical Sciences program, Physician Assistant program,
Urban Public Health program, or Nursing program sections
of this Catalog for details.
Continuous Enrollment for Graduate Students
Students are considered to be pursuing advanced degrees
only when they are formally enrolled. Students admitted
to a graduate degree program are required to be enrolled
at CDU for fall and spring semesters (and summer if a
program requires) each year until all degree requirements
have been satisfactorily completed within the time limit.
Enrollment in graduate-level course work is necessary to
meet this requirement. Graduate students who fail to
register are no longer considered to be enrolled in a
graduate degree program. After an unauthorized absence,
formal readmission is required. Students who have been
granted a leave of absence do not need to apply for
readmission following the approved leave. With the
approval of the appropriate governing bodies, a program
may seek permission to modify the definition of
continuous enrollment subject to its accreditation
requirements.
Exceptions to continuous enrollment are subject to
policies governing leaves of absence and readmission.
Course Substitution Policy
Students (or the department program on behalf of the
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student), may request to substitute a course
requirements. A course substitution applies only when a
student requests to take one CDU course in the place of
and/or to fulfill the degree requirement for a CDU course
that is required for the student’s current program.
Individual academic programs/departments may approve
substitutions within this limit for their programs. In rare
instances, the program or department can request
approval of additional substitutions from the Dean of the
college/school. Substitutions of over 12 units for
Undergraduates and 6 units for Graduate students must
have written approval from the Provost.
Substitution Eligibility
• Student cannot have attempted the course
previously at CDU (either for a grade, audit
course, or Credit/No Credit).
• Course substitution only applies to the program in
which it is substituted. If the student returns for
another program at CDU, the course substitution
will not apply to the new program.
• A course can only be used as a substitution once.
• A course can only be used as a substitution if
content and/or course level are deemed by
program director to be comparable and
substitutable.
Dean’s List
Any undergraduate student with a declared major who
earns a grade point average of 3.5 or higher with no grade
lower than a “C” while being enrolled in 12 credit hours or
more of letter-graded course work in any one semester, is
placed on the Dean's List for that semester.
Grades of Incomplete (IC) must be removed before
eligibility is determined for that semester. Dean’s List
honorees are selected and announced three times each
academic year: Fall, Spring, and Summer.
Graduate Readmission
Policy
A student who leaves the university without obtaining a
formal leave of absence from graduate study is not
automatically readmitted. A student wishing to apply for
readmission to a graduate degree program must first get
the recommendation of the department chair or program
director and submit an Application for Readmission to the
dean of the degree program. However, if the cumulative
GPA is below 3.0, or if readmission is sought after more
than two years of an unapproved absence, the Application
for Readmission must be sent to the Provost for approval.
The readmission approval process must be completed by
the first day of classes for the term in which resumption of
graduate studies is sought. Approvals are to be based on
the academic merits of the student's request and the
likelihood of academic success and completion of the
degree. If readmitted, the student will be subject to all of
the current University Catalog requirements for the degree
in effect at the time of readmission. Individual exceptions
to the Catalog year require the approval of the dean of the
degree program. Students seeking readmission after an
absence of more than 10 years may be required to re-
apply to the university.
A student may not be readmitted into a program of study
that has been terminated/ discontinued. The student must
either be subject to retroactive enrollment or admission to
the new program of study with the corresponding catalog
requirements.
Graduation Degree
Conferral Date
A student will be awarded the graduation degree conferral
date for the term in which all degree requirements,
including submission of supporting documents, have been
met. Although course work may have been completed in a
prior term, the degree conferral date will be the conferral
date of the term during which all academic and
administrative requirements were fully completed.
Pass/No Pass Grading Option
Students may enroll for courses with the Pass/No Pass
grade option by filling out the Pass/No Pass Grade Option
form. In general, CDU allows students to decide the grade
option for any course up until the specified date of the
semester in which the course is offered. For the specific
deadline to change the grade option of a course, see the
Academic Calendar for specific semester dates.
Certain undergraduate courses must be taken for a letter
grade, as noted in the catalog. Graduate students must
receive departmental approval to enroll in a graduate
course on a Pass/No Pass basis. Students must consult and
receive approval from their Program Director before
enrolling in any course on a Pass/No Pass basis. Because
of program accreditation compliance, program
administrators may limit the option to register for course
on a Pass/No Pass basis.
In cases where a student has registered for a course on a
Pass/No Pass (P/NP) basis and an academic integrity
violation has occurred, a penalty letter grade may be
assigned (i.e., "F"), rather than assigning a mark of Pass or
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University Catalog | 2023 - 2024
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No Pass.
In general, undergraduate students may take a maximum
of 12-units as pass/not passed. Graduate students may
take a maximum of 6-units as pass/not pass.
Program of Study
Reactivation Policy
Students who have failed to attempt course work for at
least one semester within an academic year without filing
a Leave of Absence form will have their Program of Study
expired. Returning undergraduates will be required to
meet with their department adviser and complete and sign
a Program of Study Reactivation form before registration
will be permitted. Undergraduate students who wish to
return will be governed by applicable university policies,
including the continuous enrollment requirement.
Students who have not attempted course work for more
than a year, must reapply to the program.
Required Enrollment for
Culminating Students
Students working on their culminating project, capstone,
or thesis may take up to 1 year to complete the work after
the final formal course in the program. However, to be
counted as enrolled students, students must maintain
enrollment be registering for other courses or by
registering for a one unit flat fee of University Studies
(UNVS). The purpose of this policy is to allow for
continuous enrollment of all graduate and undergraduate
students for completion of the culminating experience,
capstone and/or thesis.
Undergraduate and graduate students whose work on a
culminating project, capstone, or thesis extends beyond
the end of their formal program course sequence will
receive an “RP” (report in progress) grade in their
capstone/thesis course until they complete their work and
a final grade is assigned. “RP” symbols may only be
assigned for culminating experience, capstone, or thesis
writing courses for which a single major assignment
determines the course grade. An “RP” grade can only be
maintained while a student has continuous enrollment in a
credit/no credit UNVS course, and may not extend beyond
1 year. The “RP” symbol shall be replaced with the
appropriate final grade within one year of its assignment.
If the required work is not completed at that time, or if the
student does not continually enroll in UNVS unit course,
the “RP” symbol will revert to a grade of “F.”
Final Examinations
A final examination is required in each course during the
scheduled examination period, except in those courses in
which the program has previously determined that no
examination will be given. Since the final examination
week is part of the semester hour requirement, the period
scheduled for final examinations is used either for the final
examination in the course or as an instructional period.
Repeating Final Examinations
Excluding competency-based skills development courses,
clinical learning courses or courses in which there is no
scheduled final examination, an undergraduate student
achieving a final course grade of C- or lower can request
one retake of the final course examination if both of the
following conditions exist:
1. The student has achieved a passing grade (as
determined by the criteria of the program of
matriculation) for all coursework completed prior
to the final course examination; and
2. The student has not been absent without valid
and approved reasons from more than 25 percent
of all scheduled class sessions.
Where the aforementioned conditions exist, the student
will have the request granted if either of the following
reasons are applicable:
1. The student has experienced personal illness (as
documented by physician certification); or
2. The student has encountered family illness or
extenuating circumstances (e.g., death in the
family or financial hardship). The student must
provide documentation to support the request.
Students must request re-examination in writing within
seven days of grade posting. The re-examination will be
administered to the student 15 days after receipt of the
request. In all cases, the final course grade will be no
higher than C.
Grade Change
Once a grade has been submitted to the Office of
Registration and Records, it can be changed only by the
instructor of record, and only if the change is due to
miscalculation or error, within one semester of initial
grade submission. The change must be initiated by the
instructor of record, using the Change of Grade form. The
form must be signed by both the instructor and the
Program Director, and submitted to the Office of
Registration and Records by the instructor. If the instructor
of record is no longer employed by the University, the
Program Director may act on his/her behalf. The change
will be recorded on the student’s official academic record.
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Grade Point Average
The GPA is the total number of grade points earned
divided by the total number of units attempted. Grades A
through F and U are included in the computation of the
GPA. Only coursework earned at Charles R. Drew
University is included in the semester and cumulative
GPAs.
University Grading System
The University generally uses a letter grade evaluation and
reporting system based on a 4.0 grade point formula. The
MD program operates on its own grading system (see the
College of Medicine
section of this catalog). Earned grades
and grade points are awarded according to the following
schedule:
A Excellent 4.0
A- Excellent 3.7
B+ Above Average 3.3
B Above Average 3.0
B- Above Average 2.7
C+ Average 2.33
C Average 2.00
C- Below Average 1.7
D+ Below Average 1.3
D Below Average 1.0
D- Below Average 0.7
F Failure 0.00
U Unauthorized Withdrawal 0.00
P^ Pass No grade points
F^ Fail No grade points
AU Audit No grade points
W Withdraw No grade points
I Incomplete No grade points
CR Credit No grade points
NC No Credit No grade points
SP Satisfactory Progress No grade points
RD Report Delayed No grade points
CE Credit by Examination No grade points
NCE No Credit by Examination No grade points
Grade Definitions
A, A-: The highest academic grade is reserved for
accomplishment that is truly distinctive and demonstrably
outstanding. It represents a superior mastery of course
material and is a grade that demands a very high degree of
understanding as well as originality or creativity as
appropriate to the nature of the course. The grade may
indicate that the student works independently with
unusual effectiveness and often takes the initiative in
seeking new knowledge outside the formal confines of the
course.
B+, B, B-: A grade that denotes achievement considerably
above acceptable standards. Good mastery of course
materials is evident and student performance
demonstrates a high degree of originality, creativity, or
both. The grade may indicate that the student works well
independently and often demonstrates initiative. Analysis,
synthesis, and critical expression, oral or written, are
considerably above average.
C+, C, C-: Indicates a satisfactory degree of attainment
and is the acceptable standard for graduation from college
(see specific program requirements for additional policies).
It is the grade that may be expected of a student who
gives to the work a reasonable amount of time and effort.
This grade implies familiarity with the content of the
course and acceptable mastery of course material; it
implies that the student displays some evidence of
originality and/or creativity, and works independently at
an acceptable level and completes all requirements.
D+, D, D-: Denotes a limited understanding of the subject
matter, meeting only the minimum requirement for
passing the course. It signifies work, which in quality
and/or quantity falls below the average acceptable
standard for passing the course. Performance is deficient
in analysis, synthesis, and critical expression; there is little
evidence of originality, creativity, or both.
F: Indicates inadequate or unsatisfactory attainment,
serious deficiency in understanding of course material,
and/or failure to complete requirements of the course.
Other symbols which may appear on official
transcripts:
U: Unofficial withdrawal. Assignment of an unauthorized
incomplete indicates that an enrolled student did not
officially withdraw from a course and failed to complete
course requirements. It is used when, in the opinion of the
instructor, completed assignments, or course activities or
both were insufficient to make normal evaluations of
academic performance possible. The “U” grade is
equivalent to an “F” and will affect a student’s G.P.A. as
such. For a credit/no credit course, a grade of “NC” will be
applied a credit/no credit course, a grade of “NC” will be
applied.
AU: Auditing a course means that the course instruction is
undertaken but not for credit or a grade. Students auditing
a course will receive “AU” (Audit) on the transcript only if
they have attended regularly and participated according to
the prior agreement with the instructor.
W: Approved withdrawal with penalty. A notation of “W”
is entered on the academic record of the student who
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withdraws from a class within the time period specified in
the Academic Calendar at the end of this Catalog. A “W”
grade is not counted in GPA calculations.
I: Incomplete: course work not completed. An incomplete
grade indicates that course credit has been delayed.
Please see the “Incomplete Policy” for further details.
Credit/No-Credit Courses (CR/NC)
Upon successful completion of a credit/no credit course,
the student earns the specified number of units and the
transcript will show “CR” (which indicates a “C” grade or
better for Undergraduate; indicates a “B” grade or better
for Graduate). If the student’s work is unsatisfactory, the
transcript will show “NC” (which indicates a “D” grade or
below for Undergraduate; indicates a C grade or below for
Graduate). All units of “CR” will be counted in fulfillment
of curriculum requirements, but will not be used in
computation of GPA.
P^/F^ (Pass/Fail)
Some courses are designated only as Pass/Fail. Upon
completion of the course, a student will earn either a “P^”
or “F^.”
P^: Students who take a course with the Pass/Fail grading
will earn a “P^” if they successfully complete the course
with the equivalent of a “C” grade or better for
Undergraduate; indicates a “B” grade or better for
Graduate. The “P^” is not weighted in the student’s GPA,
but credits will be earned.
F^: Students who complete a Pass/Fail course with the
equivalent of a “C-” or lower will earn a “F^” on their
transcript; indicates a “B-” or lower for graduate students.
The “F^” is not weighed in the student’s GPA, and no
credits are earned.
SP: A grade of SP indicates work is in progress. The SP
grade is only to be utilized for clinical and practicum
courses where the requirements for the course cannot be
completed within one semester. For all other courses, if a
student requires additional time to complete work, they
will be required to qualify for and adhere to the
Incomplete Grade Policy. For nursing and Radiologic
Technology clinical and practicum courses, SP grades not
resolved after 4 weeks of grade posting will convert to “F”.
RD: Report Delayed is an interim designation used only by
the Registrar when a delay in the reporting of a grade is
due to circumstances beyond the control of the student.
The “RD” must be replaced by the appropriate grade
within 4 weeks. RD grades not resolved after 4 weeks of
grade posting will convert to “F”. The “RD” is not included
in calculations of grade point average.
RP: Report in Progress is an interim designation used only
by the Registrar when a delay in the reporting of a grade
for culminating experience, capstone, or these writing
course for which a single major assignment determines the
course grade.
For the Urban Public Health (UPH) program, RP grades not
resolved within three (3) consecutive semesters from the
first time of enrollment in the course will convert to “F”
and the student will have to re-register for the course in
the following semester. The “RP” grade is not included in
the calculation of grade point average. Please see the
Academic Standards and Policies for further clarification of
maximum time frame allowed before an RP converts to an
F.
Credit by Examination (CE) / No Credit by
Examination (NCE)
For a student in good academic standing (cumulative
G.P.A. 2.00) to receive credit for certain courses without
registering for the course, the student, upon approval of
the instructor and Program Director, must successfully
pass the challenge examination for the course. This is done
without enrolling in the course. If the student earns less
than a “C” on the examination, a mark of “NCE” (no credit
by examination) will be placed on the student’s academic
record. The student will be required to enroll and take the
course in a subsequent semester if it is a required course.
To be eligible for “CE”, students must have completed a
minimum of nine units at Charles R. Drew University. The
student applies for credit by examination during the first
two weeks of the semester. Program courses are not
subject to “CE”. A maximum of three units for certificate
programs, six units for associate programs, and nine units
for bachelor’s programs can be taken for “CE”. “CE”
courses are not eligible for financial aid. Courses
previously taken or audited cannot be challenged, nor may
a student challenge the same course more than once. No
credit is given when the purpose of an examination is to
determine the proper level at which students should begin
their academic studies (e.g., foreign language or
mathematics assessment). Students who satisfy a course
by challenge will receive the approved unit credit on their
academic record and a mark of “CE”. Letter grades and
grade points will not be given. Students who
unsuccessfully challenge a course will receive a mark of
“NCE” on their academic record, but “NCE” will not affect
the G.P.A. A $35 administrative fee is payable to the
Finance Office for taking the challenge examination.
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Graduation Requirements
Undergraduate students must receive a grade of C or
better in all major courses to remain in good academic
standing. A grade of C- is unsatisfactory for financial aid
and program promotion. Although grades of C- and lower
are included in the GPA some programs may not allow
courses to satisfy degree requirements in which the
student receives a grade below C. See the program pages
in this Catalog for specific program policies.
All undergraduates must meet the minimum GPA
requirement of 2.0 in order to earn a degree. Some
programs have higher GPA requirements. See the specific
program requirements in this Catalog.
All graduate students must meet the minimum GPA
requirement of 3.0 in order to earn a degree. Some
programs have higher GPA requirements. Graduate
students should refer to the graduation requirements for
their program as published in this Catalog.
Diploma/Degree Name
1. A graduate’s name as it appears on a Charles R.
Drew University diploma must be a legal name
documented in Charles R. Drew University of
Medicine and Science student records.
2. Middle names may be complete, initialed, or
omitted.
3. First names may not be omitted, but the initial
may be used if the full middle name is present.
4. Last names must match CDU records exactly.
5. Suffixes such as Sr., Jr., II, etc., may be used if
documented in Charles R. Drew University’s
records.
6. Maiden names may be used in conjunction with
married names whether hyphenated or with the
maiden name listed before the married name so
long as CDU has legal documentation of both
names.
7. Shortened versions of a legal first name are
allowed such as “Rob” instead of “Robert.”
8. Versions of a legal first name that are not a
shortened version can be added in parentheses
after the legal name such as Robert “Bob” J.
Smith.
9. Nick names are not allowed without legal
documentation; even if it is the name you go by.
10. If you change your name due to marriage or
divorce your new name may not be used without
documentation that you have legally changed
your name. Accepted documentation includes a
copy of your current driver’s license, passport, or
another federal/state identification card.
If at any point a graduate legally change their name and
wishes to change the name printed on their diploma, they
may request a replacement diploma and provide legal
documentation of the new name. The new diploma will
then be printed with the new name. There is a fee
associated with each replacement.
Incomplete Grades
The designation of Incomplete (I) is to be used only when
the student has not completed course requirements for a
specific course. Extenuating circumstances (e.g., illness,
accident) must exist which have made the student unable
to finish course requirements and documentation of such
circumstances must be attached to the Contract for
Assignment of Incomplete Grade. Completion of the
course is determined by the instructor of record following
discussion with the student. Only students in good
academic standing and without professional issues can be
awarded an incomplete grade for a course.
Instructors may assign an incomplete grade only if the
following conditions apply:
a) A student is justifiably unable to complete a
defined portion of coursework after 75 percent of
the course has been completed (documentation
of extenuating circumstances must be submitted
with the Contract for Incomplete Grade),
b) A student has made satisfactory progress in the
class up to that point, and
c) The student has made prior arrangements with
the instructor and signs an Incomplete Contract
form.
The instructor must submit the Contract for Assignment of
Incomplete Grade and documentation of mitigating
circumstances to the Registrar’s Office within 5 days of
approving the Contract for Assignment of Incomplete
Grade. All portions of the form must be complete before
submittal, including the student signature agreeing to
comply with the terms of the Incomplete. Requests will
not be processed until the completed form is submitted.
An Incomplete, not removed within one academic
semester, will be converted to an “F.” Exceptions to this
rule due to serious, protracted illness or other
documented extenuating circumstances may be granted
by the Dean’s Office upon petition by the student prior to
the end of the academic semester in which the incomplete
record should have been reconciled.
Independent/Directed
Study
Independent/directed study allows individualized
coursework to be designed and tailored to meet a
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student’s particular needs. Enrollment in
independent/directed study courses requires prior
program approval. The student may not be required to be
on campus while completing the work.
Independent/directed study courses involve supervised
independent study and/or research in a subject area
proposed for in-depth study. Courses may comprise
special study, directed readings and/or directed research
structure as determined by the instructor and student at
the time of initial proposal.
Independent study courses are open to eligible students. A
maximum of eight units are permitted, unless individual
program guidelines specify otherwise. Permission of the
instructor is always required.
Maximum Time to Degree
Completion
Charles R. Drew University requires students to complete
all degree requirements or certificate program
requirements within specific time limits in order to be
eligible to graduate. Students who do not complete degree
or certificate requirements within required time limits,
which are based on their degree or certificate level, will be
administratively dropped or withdrawn from the
University.
The University maximum time frame to completion is
200% of normal time to program completion. However, in
order to remain eligible for federal financial aid programs,
the maximum time frame for completion is 150% of
normal program time to completion. If a student has not
successfully completed program requirements within the
federal 150% maximum timeframe, they will be permitted
to remain enrolled up to the 200% limit; however, the
student will not be eligible for financial aid after the 150%
maximum time limit has been reached.
These time limits to do not supersede the obligation to
maintain satisfactory academic progress throughout the
student’s program of study. Time limits for degree and
certificate program are as follows:
Degree
University
Maximum Time to
Completion (200%)
Maximum Time to
Remain Federal Aid
Eligible (150%)
Associate’s
4 years
3 years
Bachelor’s
8 years
6 years
Post-Baccalaureate
Certificate
1 year
1 year
Master of Health
Science, Physician
Assistant
4.5 years
3.5 years
Master of Science,
Nursing (FNP)
2.6 years
2 years
Master of Science,
Nursing (ELM)
4 years
3 years
Master of Public
Health
3.3 years
2.5 years
Master of Science,
Biomedical Sciences
2 years
1.5 years
Graduate Certificate
2.6 years
2 years
Course Repeat Policy
Graduate students may repeat courses in which they did
not achieve a passing grade for their specific program. All
courses attempted and grades earned at Charles R. Drew
University will appear on the student’s permanent
academic record and the grade from the second attempt
will be used in the cumulative GPA calculations.
Undergraduate students may repeat courses in which
grades of less than “C” were earned (for Biomedical
Science courses, a grade of “D-” may be repeated). All
courses attempted and grades earned at Charles R. Drew
University will appear on the student’s permanent
academic record. The grade from the second attempt will
be used in the cumulative GPA calculations.
College of Nursing
Only one Graduate level course may be repeated. Students
may repeat a course in which a substandard grade (less
than a B) is earned. All courses attempted and grades
earned at Charles R. Drew University of Medicine and
Science will appear on the permanent academic record.
When a course is repeated, the grade from the second
attempt will be used in the GPA cumulative calculation.
Certain failed didactic courses repeated at another
institution may be considered for transfer credit per the
transfer credit policy. However, grades earned elsewhere
will not be averaged into the GPA at Charles R. Drew
University. Students are strongly encouraged to discuss
any plans to use transfer courses for repeated courses
with their advisor and written approval is required before
taking courses elsewhere.
Physician Assistant
PA program does not allow repeating course in the
didactic year.
Transfer Credit
Charles R. Drew University of Medicine and Science (CDU)
awards transfer credit earned at other institutions
Decisions regarding the acceptance of transfer credit are
not based solely on the accreditation status of an
institution. This is just one of multiple factors to be
considered in evaluating transfer credit. Transfer credit is
accepted only when the course is directly applicable
toward academic program requirements for a CDU degree
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University Catalog | 2023 - 2024
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or certificate program.
Students who attended non-regionally accredited
institutions of higher education may request that their
courses be evaluated for transfer credit. Credit will be
evaluated on a course-by-course basis and students will be
expected to provide course descriptions and syllabi to
assist in evaluating the courses. Transfer credits accepted
from non-regionally accredited institutions must represent
college-level content relevant to the area of study and
degree the student is pursuing at CDU.
Transfer units earned at other colleges and universities are
not included in the CDU grade point average (GPA)
computation. However, transfer units will be counted in
the total units earned to meet academic program
requirements. Only courses with a "C" grade or better are
transferable to undergraduate degree programs. For
graduate programs, only courses with a "B" or better are
transferable. Official transcripts are required and kept as a
written record of the previous education and training.
A college/school or particular degree or certificate
program may cap the maximum permissible transfer
credits, consistent with related policies of professional
practice regulatory agencies, including their respective
programmatic accreditors and state licensing boards. Per
the standard definition of transfer credits, these caps only
apply to transfer of credits from another institution;
students who have concurrent or sequential degree or
certificate programs within CDU are subject instead to
internal articulation agreements that specify which
courses of instruction and attendant credit hours count
toward graduation requirements for both academic
programs.
Military Training
CDU will award academic credit for military training. The
academic credit awarded for prior military training must
be granted only for training that is applicable to the
student's program requirements. For students utilizing
Veteran's Administration (VA) education benefits, all
veteran student transfer credit must be evaluated within
two quarters of program start. If the student does not
submit all transcripts by the end of the second semester,
they will not be certified for the use of VA education
benefits until transcripts are submitted and reviewed.
Veteran students using education benefits are not
permitted to opt out of prior credit evaluation. The VA
requires all entering veterans to be formally admitted to
the University in a VA approved education program before
becoming eligible to receive veteran benefits. Students
may visit the WEAMS website to view options and verify if
a program is approve for educational benefits at
https://inquiry.vba.va.gov/weamspub/buildSearchInstituti
onCriteria.do.
Maximum Transfer Credit
• The maximum transfer credit acceptable for the
associate degree is up to 50% of the total units
required for the program.
• A maximum of 84 units can be transferred from an
accredited institution toward a Charles R. Drew
University’s bachelor degree in the College of
Science and Health, unless otherwise stated by
the program.
• A maximum of 84 units can be transferred in for
the RN to BSN program in the College of Nursing.
• A maximum of 12 units can be transferred toward
the Master of Science degree in Nursing,
• A maximum of 9 units can be transferred to the
Master of Public Health degree in Urban Public
Health and the Master of Science in Biomedical
Sciences.
• A maximum of 63 units can be transferred into the
BS- Biomedical Sciences,
• A maximum of 60 can be transferred into the BS-
Public Health,
• Physician Assistant program does not accept
previous experience or medical training for
advanced placement, except for transfer students
from other US-based PA programs on a limited,
case-by-case basis. Transfer students from other
PA programs must have completed the entire pre-
clinical didactic phase at their PA program and
may be required to complete additional didactic
courses at CDU. No credit will be awarded for any
Supervised Clinical Practice Experience (SCPE)
completed at other institutions. Students will be
required to complete all assigned clinical courses
through the CDU PA Program. Transfer students
will also be required to complete the last didactic
semester (Year 3, Semester 1) at CDU. Requests
for transfer should be directed to the PA Program
Director.
Per the standard definition of transfer credits, these caps
only apply to transfer credits from another institution;
students who have concurrent or sequential degree or
certificate program within CDU are subject instead to
internal articulation agreements that specify which
courses of instruction and attendance credit hours count
toward graduation requirements for both academic
programs.
If appropriate and in some instances, the student’s length
of program may be shortened.
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University Catalog | 2023 - 2024
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For students utilizing Veteran’s Administration education
benefits, per the Veteran’s Administration, all veteran
student transfer credit must be evaluated within two
semesters of program start. If the student does not submit
all transcripts by the end of the second semester, they will
not be certified for the use of VA education benefits until
transcripts are submitted and reviewed.
Veteran students using education benefits are not
permitted to opt out of prior credit evaluation.
Department of Veteran
Affairs Benefits
The Veteran’s Administration (VA) requires all entering
veterans to be formally admitted to the University in a VA
approved education program before becoming eligible to
receive VA benefits. Please visit WEAMS
(
http://inquiry.vba.va.gov/weamspub/buildSearchInstituti
onCriteria.do) to view your options and verify if your
program of interest is approved for education benefits.
CDU will award academic credit for military training. The
academic credit awarded for prior military training must
be granted only for training that is applicable to the
student’s certificate or degree requirements.
Advanced Placement (AP)
Credit Policy Credit
Charles R. Drew University accepts credit by examination
from the College Board via the Advanced Placement
Examinations (AP) and the College Level Examination
Program (CLEP). Scores must be sent directly to Charles R.
Drew University Office of Admissions in order to be
evaluated for credit.
Credit: Charles R Drew University of Medicine and Science
(CDU) awards a 3 semester unit credit (exceptions: 2 unit
credit for computer science or 4 unit credit, if requirement
includes a laboratory) for select Advanced Placement (AP)
examinations with a score of 3, 4 or 5. Examination credit
will only be given for examinations taken before
matriculation at CDU. Accepted AP examinations can
satisfy General Education and/or program curriculum
requirements (see Table 1).
AP Examination
Fulfills Requirement
Art History
GE Category C1
Biology
GE Category B2
Calculus BC
GE Category B3
Chemistry
GE Category B1
Computer Science A
GE Category B4
English Language and
Composition
GE Category A1
Physics 1
GE Category B1
Physics 2
GE Category B1
Psychology
GE Category D
Statistics
GE Category B3 or Program or elective
credit for Statistics for Research
Spanish Language and Culture
Program or elective credit
Introduction to Spanish
GE Category C or E
United States Government and
Politics
GE Category D
United States History
GE Category D
Table 1. List of AP examination and the corresponding course requirement fulfilled
Restrictions
1. No credit is given for projected scores, partial
scores or sub scores, e.g., Calculus AB Sub score.
2. AP scores do not earn CDU course equivalence.
3. Students may not receive credit for both an AP
examination (or IB or other international
examination) and a college course taken before
high school graduation covering the same subject
matter, nor for an AP and IB examination covering
the same subject matter.
4. Students may receive a combined maximum of 32
credit units for College Board AP examinations
(this maximum includes combined AP, IB, and or
other international examinations) taken before
matriculation at CDU.
5. An Important Note to Students Interested in
Medical School: Even though examination scores
may place students into higher level courses,
including biology, chemistry, and English
composition, many medical schools do not accept
exam credit in lieu of college-level course credit
to fulfill admissions requirements. Students
interested in medical school should consider
carefully whether it is in their best interest to
enroll in foundational courses not withstanding AP
credit in these and other areas. If you are a
potential pre-med student, please discuss this
issue with an advisor in the Department of Health
and Life Sciences at College of Science and Health
(COSH) before attempting to apply AP
examination credit at CDU.
6. Reporting AP scores: Students must have AP
scores sent directly to CDU from the College
Board. Scores received from high schools or in
any other format will not be accepted at CDU.
Contact the College Board for ordering
instructions.
7. The departmental maximum credit and credit
transfer policies, including AP examination credit,
as well as traditional college course transfers are
as follows:
a. Bachelor of Science, Biomedical Science
(BMS) maximum 63 transferrable units
b. Bachelor of Science, Nursing (RN to BSN)
maximum 84 transferrable units
c. Bachelor of Science, Public Health (BSPH)
maximum 60 transferrable units
CHARLES R. DREW UNIVERSITY
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University Catalog | 2023 - 2024
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d. Or maximum allowed within a specific
articulation agreement or dual degree
academic plan.
Admission Procedures and
Policies
The Office of Admissions is located in the Student
Center building. To reach the office, call (323) 563-4839
or email admissionsin[email protected]
.
Application Deadlines Policy
Applications for admission are reviewed on a rolling basis
unless otherwise noted. Priority and recommended
application deadlines are provided in the University policy
on Deadlines Regarding Application for Admission and
Financial Aid. By submitting an application for admission to
Charles R. Drew University of Medicine and Science, the
student agrees that all the information provided on the
application is complete, factually correct and accurate.
The Master of Public Health Program requires that all
verified SOPHAS applications be received by March 1
through the online Schools of Public Health Applications
Service (SOPHAS) program.
The Physician Assistant Program requires all CASPA
applications to be verified by September 1st through the
online Centralized Application Service for Physician
Assistants (CASPA).
The Postbaccalaureate Leadership Programs requires
applications be submitted in the centralized California
Postbaccalaureate Consortium portal. All applications and
supporting materials should be completed and submitted
via the California Postbaccalaureate Consortium portal.
The Master of Biomedical, Biomedical Sciences requires
applications submitted in the Centralized Application
Service for MS Biomedical Sciences. All applications and
supporting materials should be completed and submitted
through PostBacCAS.
The Doctor of Nursing Practice, Bachelor of Science in
Nursing, RN to BSN programs requires applications
submitted in the Centralized Application Service for
Nursing programs (NursingCAS). The BS in Nursing
applications and RN to BSN can also be submitted through
CDU’s CRM system.
For all other CDU academic program applications not
required to be submitted through the Centralized
Application System, should be submitted through CDU’s
CRM system.
Furthermore, the student agrees that falsification,
misrepresentation or omission of information on the
application, supporting documents, transcripts or
credentials may result in the denial or revocation of
admission, and if enrolled, will result in disciplinary action
including dismissal from the University. This policy will also
apply to transcripts submitted for the purpose of obtaining
transfer credit at the University.
Deadlines for Admission
Charles R. Drew University of Medicine and Science
encourages prospective students to adhere to the
following application deadlines, which were established to
support processing in a timely manner for new incoming
students and can apply at
https://www.cdrewu.edu/admissions
Fall
Spring
Summer
Recommended
Priority Deadline
July 30
th
November 30
th
April 30
th
Note: Some CDU programs offer rolling admissions and applications are considered after
the recommended deadlines and until the class is filled
.
1. Prospective students submit appropriate
application for admission in accordance with the
recommended application deadline published in
the CDU Catalog, on the CDU website and/or print
media.
2. All applicants are encouraged to apply for federal
financial aid at the time they apply for admission
to an academic degree program or as early as
October 1st of each year.
3. To be considered for federal financial aid,
applicants must submit a FAFSA (Free Application
for Federal Student Aid) online at
www.fafsa.ed.gov. In order to access personal
information on the www.fafsa.ed.gov site and to
sign the FAFSA online, applicants must first obtain
a PIN# (a 4-digit number that is used in
combination with the Social Security Number,
name and date of birth to identify the applicant as
someone who has the right to access his/her
personal information on www.fafsa.ed.gov.)
Students who are ineligible for Federal Student
Aid are encouraged to complete a California
DREAM Application online at www.csac.ca.gov
4. Only complete application files will be forwarded
to the academic department for admission
consideration.
a. Application files completed after the
published deadline will be forwarded to
the academic department as they are
completed and will be considered for
acceptance on a space-available basis. If
CHARLES R. DREW UNIVERSITY
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University Catalog | 2023 - 2024
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the cohort is filled, accepted applicants
will be placed on a wait list or deferred to
the upcoming semester.
b. Applicants who do not complete their
application file within the one-year
application period will be required to re-
apply by submitting updated application
materials along with the required non-
refundable application fee. Incomplete
applications are discarded after one year.
5. The academic department’s admissions review
committee will have up to three (2) weeks to
review application files and conduct interviews (if
applicable). All decisions for programs who
require an interview will be made post completion
of the interview.
6. Once the review process is completed, the
admissions decision will be communicated to the
Office of Admissions with a completed Admissions
Decision Form.
a. For applicants who are accepted or
provisionally accepted to an academic
degree program, the Office of Admissions
will mail or email acceptance letters,
along with the Intent to Enroll form,
information regarding financial aid and
orientation, and any other documents
required by the academic department.
Acceptance packets will be mailed or
emailed within 1 to 2 business days of
receiving admissions decisions from the
academic department.
b. For applicants who are denied, the Office
Admissions will mail or email letters of
denial within 1 to 2 business days of
receiving decisions from the academic
department.
c. For applicants placed on a wait list, the
Office of Admissions will mail or email
letters regarding the status within 1 to 2
business days of receiving decisions from
the academic department
Admission to undergraduate and graduate programs at
Charles R. Drew University is competitive, thus, meeting
the minimum requirements for admission does not
guarantee acceptance to a program. The number of
students admitted and enrolled every year is determined
by approved enrollment levels as well as the capacity of
the University and each academic department.
Each student’s entire application packet is reviewed
individually. Some academic departments require an
interview as part of the admissions process, and
candidates must be available for an in-person interview (or
a phone interview if the candidate is out-of-state). In
selecting students, each program considers evidence of
the applicant’s integrity, discipline, compassion and
academic ability. Documentation of academic preparation,
personal achievement and recommendations are given
careful consideration in the determination of an
applicant’s eligibility. Additionally, each program’s
admissions committee takes into consideration all
evidence to suggest that applicants are capable of
completing the curriculum in the specified time and will be
able to achieve the programs required levels of
competence.
Prospective students are encouraged to contact or visit
the campus for admissions and academic program
information. The Office of Admissions offers information
sessions, campus tours and individualized counseling
appointments. For more information, contact:
Office of Admissions
Charles R. Drew University of Medicine and Science
1731 East 120th Street
Los Angeles, CA 90059
Tel. No. 323-563-4839
E-mail: admissionsi[email protected]
NOTE: Application, admission interviews, and admission
decision timelines may vary by program. See individual
program application requirements and admission policies
for details.
Application Requirements
Associate of Science of Radiologic Technology
The Radiologic Technology program educates entry-level
radiologic technologists who assist in providing high
quality healthcare with excellence and compassion by
producing diagnostic images through the knowledge and
application of radiologic science.
Application Requirements
• $50 application fee
• Official transcripts from all schools attended
• Minimum GPA of a 2.5 on a 4.0 scale
• Complete all prerequisite courses with a grade of
“C” or better prior to matriculation. All science
courses must be taken within (7) years of the
submission of application
o Medical Terminology (3 units)
o Anatomy and Physiology (4 units w/lab)
o Elementary Algebra or higher (3 units)
o English Composition (3 units)
o Introduction to Computers (3 units)
o Public Speaking (3 units)
o U.S. History (3 units)
o Humanities (3 units)
o Political Science/Social Science (3 units)
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• Three (3) Letters of Recommendation
(academic/professional) - Recommendation form
is required
• Personal Goal Statement: Please explain why you
would like to become a student at Charles R. Drew
University of Medicine and Science. How does the
completion of a degree at CDU offer you an
opportunity to serve an underserved community?
o Statement must be 1-2 pages typed
(double-spaced, maximum 500 words)
Bachelor of Science in Biomedical Sciences
The Bachelor of Science (BS) degree in Biomedical Sciences
prepares students for entry into graduate and professional
programs in medicine, osteopathic, podiatry, optometry,
physical therapy, physician assistant, pharmacy or
dentistry. In addition, the BS program prepares students
for masters and doctoral programs, scientific research, and
employment in biomedical laboratories and/or biotech
companies.
Application Requirements
• $50 application fee
• Official transcripts from all schools attended
(completion of High School Diploma or GED
Equivalent)*
• Minimum GPA of a 2.5 on a 4.0 scale
• Official SAT or ACT exam scores (recommended
not required)*
• For Freshmen Students:
o (1) year of High School laboratory
sciences in either biology, chemistry, or
physics
• For Transfer Students:
o Completion of Intro Chemistry and Intro
Biology or equivalent
*Waived if Associate Degree has been earned
Computed Tomography Certificate
The Computed Tomography Certificate is a two-semester
advanced program designed for the professional
development of registered radiologic technologists at the
working technologist level.
Application Requirements
• $50 application fee
• Must have an Associate of Science degree in
Radiologic Technology (JRCERT Accredited)
• Provide proof of active American Registry of
Radiologic Technology license
• Official transcripts from all schools attended
• Minimum GPA of a 2.5 on a 4.0 scale
• Three (3) Letters of Recommendation
(academic/professional) - Recommendation form
is required
Bachelor of Science in Public Health in Urban
Health Disparities
The Bachelor of Science in Public Health (BSPH) program
aims to prepare undergraduate students for the public
health workforce and/or advanced education in the health
sciences such as public health or health-related fields such
as urban planning and public policy. Grounded in the
understanding that structural and social inequalities
impact health outcomes in historically disadvantaged and
under-resourced communities, the BSPH program
determines that the next generation of health scholars and
practitioners deserve a rich educational foundation that
integrates theoretical and applied public health and social
justice knowledge.
Application Requirements
• $50 application fee
• Official transcripts from all schools attended
(completion of High School Diploma or GED
Equivalent)
• Minimum GPA of a 2.5 on a 4.0 scale
• Personal Goal Statement: Please explain why you
would like to become a student at Charles R. Drew
University of Medicine and Science. How does the
completion of a degree at CDU offer you an
opportunity to serve an underserved community?
o Statement must be 1-2 pages typed
(double-spaced, maximum 500 words)
* For Transfer Students, no more than 60 semester units or
90 quarter units of approved transferable credit.
Bachelor of Science in Psychology with an
Emphasis in Community Counseling *
The Bachelor of Science in Psychology with an emphasis in
Community Counseling is a 120 credit-hour undergraduate
degree program that can be completed in 8 terms. The
program provides a curriculum to prepare undergraduate
students for a workforce role as a mental health or
substance abuse counselor. The program provides
students the option of completing a field placement in a
substance abuse agency and combined with the
coursework the student would be eligible to apply for
California Credentialing as a Substance Abuse Counselor
through California Consortium of Addiction Programs and
Professionals. The program emphasis is on mental and
behavioral health of diverse populations and underserved
communities. The program also prepares students for
graduate education in psychology, public health, social
work and can meet the prerequisite for Entry Level
Masters programs in nursing utilizing elective credits.
Accreditation
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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The BS in Psychology with an Emphasis in Community
Counseling received full approval from the WASC Senior
College and University Commission (WSCUC) August 5,
2019. Charles R. Drew University of Medicine and Science
is approved by California Consortium of Addictions
Programs and Professionals (CCAPP).
Application Requirements
• $50 application fee
• Official transcripts from all schools attended
(completion of High School Diploma or GED
Equivalent)*
• Minimum GPA of a 2.5 on a 4.0 scale
• One-page Personal Goal Statement describing
interest in the Bachelor of Science in Psychology
degree program
• Official SAT or ACT exam scores recommended
Bachelor of Science in Nursing – RN to BSN
The Registered Nurse - Bachelor of Science in Nursing (RN-
BSN) degree completion program is designed for
registered nurses with a previous associate degree or
diploma, and current, unrestricted RN licensure, who wish
to obtain a Bachelor’s degree in the professional field of
nursing. This RN-BSN program includes coursework and
behavioral objectives that focus on the development of
the nurse's role as a global practitioner, researcher, and
leader.
Eligibility Requirements
• Applicants with an Associate Degree in Nursing &
Active Unrestricted RN License
• Pre-licensed applicants with a completed
Associate Degree in Nursing*
• Applicants who are currently enrolled in an
Associate Degree in Nursing community college
program are eligible to enroll in the RN-BSN
program after completion of their 2nd semester
(Concurrent RN-BSN)
* Pre-licensure students must submit evidence of a nursing
license by the end of the 1st semester of CDU's RN-BSN
program in order to be eligible to continue the 2nd
semester.
Application Requirements
• $50 application fee
• Official transcripts from all regionally accredited
post-secondary schools attended
• Current unrestricted RN License to practice
professional nursing in the state of California or
current state/country of practice
• Minimum GPA of a 2.5 on a 4.0 scale
• Fulfillment of all General Studies (GE) courses with
a grade of "C" or better prior to the completion of
the RN-BSN program (All transcripts will be
evaluated upon submission, applicants will be
notified of GE status upon acceptance into the RN-
BSN program)
• One (1) Letter of Recommendation
(academic/professional) - Recommendation form
is required
• Personal Goal Statement: Please explain why you
would like to become a student at Charles R. Drew
University of Medicine & Science. How does the
completion of a degree at CDU offer you an
opportunity to serve an underserved community?
o Statement must be 1-2 pages typed
(double-spaced, maximum 500 words)
Bachelor of Science in Nursing Pre-Licensure and
Direct Nursing Phase
Pre-Nursing Intent of the Pre-licensure BSN
Students with no prior baccalaureate degree will be
accepted to CDU as a Pre-Nursing Intent Phase student,
which will offer students the opportunity to complete
general education requirements, including science and
laboratory courses that are required by the BSN degree
program.
Application Requirements
• Official transcripts from all regionally accredited
secondary (high school) post-secondary schools
attended
• SAT/ACT test scores (recommended, not required)
• Minimum GPA of a 3.0 on a 4.0 scale
• Applies to Cumulative GPA
• Applies to Science GPA
• One letter of recommendation
(academic/professional) -
• Recommendations should address the following
areas:
• Relationships with work (paid or voluntary)
associates
• Work competence
• Communication and interpersonal skills with
persons of diverse backgrounds
• Leadership skills or potential
• Values, ethical standards, responsibility and
initiative
• Evidence of Extracurricular Activities
Application Requirements for the Nursing Direct Intent
Phase
• Official transcripts from all regionally accredited
post-secondary schools attended
• Minimum GPA of a 3.0 on a 4.0 scale
o Applies to Cumulative GPA
o Applies to Science GPA
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OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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• Complete all prerequisite courses with a grade of
“B” or better prior to matriculation. Applicants for
the Nursing Direct Intent phase must have
completed general education requirements at the
school where currently enrolled (CDU) or
previously enrolled and the equivalent of all of the
non-nursing preparation for the major courses as
follows:
o CHM 100 (General Chemistry)
o ENG 111 (English Composition)
o SOC 141 (Introduction to Sociology)
o ENG 112 (Critical Thinking)
o HIS 141 (U.S. History)
o HUM231 (Humanities I)
o COM 111 (Public Speaking)
o MTH 126 (College Algebra)
o BMS 310 L and 311 L (Human Anatomy &
Human Physiology)
o Psychology 141 (General Psychology)
o BMS 320L (General Microbiology)
o ART 131 (Health & Creative Arts)
o POL 141 (U.S. Political Systems)
o HUM232 (Humanities II)
**Please note CDU accepts semester units. Quarter units
must be converted to equal semester units. This will ensure
that you are meeting our unit requirement.
• The science prerequisite courses include
chemistry w/lab, anatomy w/lab, physiology
w/lab, and microbiology w/lab. Science
prerequisite courses must be taken within (7)
years of the submission of application.
* All pre-requisites can be completed at CDU. Students who
are enrolled in the CDU Pre-Nursing Intent Phase are
eligible to apply for the Nursing Direct Intent Phase after
completing the planned courses in Year 1 (Please refer to
Plan of Study). Students can apply by the end of Semester 3
in Year 1. Non-CDU students can transfer a maximum of 49
units for the “Nursing Direct Intent Phase.
• Official TEAS Admission Assessment Exam
o Minimum of 75% overall cumulative and
individual module score (includes
module, submodule and subsection
scores 75% minimum requirement)
No maximum limit on the
number of attempts
• Three letters of recommendation
(academic/professional)
o Recommendations should address the
following areas:
A. Relationships with work (paid
or voluntary) associates
B. Work competence
C. Communication and
interpersonal skills with persons
of diverse backgrounds
D. Leadership skills or potential
E. Values, ethical standards,
responsibility and initiative
• Resume or curriculum vitae
• Interviews:
o Selected applicants will be invited to
continue the application process by
participating in an in-person interview
(selected applicants will be contacted by
phone or email)
• Background Check
o All students will need to have a clear
criminal background check within a
month of being accepted into the
program in order to start the program.
While in the program a clear background
check is required to progress through the
program this will include live scan
fingerprinting in addition to background
checks. All students will also need to have
a California ID or Driver’s license and a
social security number.
*Students enrolled in the Pre-Nursing Intent Phase of the
BSN at CDU will need to complete the NursingCAS
application for the Nursing Direct Intent Phase, but will be
given priority consideration for admission (contingent upon
successful completion of all academic work/test scores and
related program requirements).
*Due to being an impacted major, students in the Pre-
Nursing Intent Phase may be denied acceptance into the
Nursing Direct Intent Phase major if they do not meet the
application requirements.
Please note that while not required, the Prelicensure BSN
Admissions Committee has identified the following value-
added items which will be noticed and considered on an
application:
• Evidence of commitment to social justice,
community wellness and healthcare needs of
underserved populations.
• First Generation College Students.
• Applicants from Medically Underserved Areas
• Applicants showing commitment to practice in
medically underserved areas.
Admission Contingency
If offered admission after being interviewed.
Matriculation into the program will be contingent upon:
• Completion of pending prerequisites by deadline
• Pending prerequisite grade requirement of 3.0
minimum
• Successful completion of background check and
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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drug screen
Postbaccalaureate Leadership Program
The CDU Postbaccalaureate Leadership Program is a
structured, comprehensive program designed to assist first
time and re-applicant students in successfully gaining
admission into medical school. Our program is designed
for exceptional individuals who desire to become physician
leaders aligned with the unique goal affirmed by the
University’s mission: dedication to social justice and health
equity for underserved populations through outstanding
education, research, clinical service, and community
engagement.
California Postbaccalaureate Consortium
CDU has switched to a new centralized application system
for the 2023-2024 application cycle. All applications and
supporting materials should be completed and submitted
through California Postbaccalaureate Consortium portal
.
Application Cycle – Timeline
• First-Time Applicant: January 5, 2023 - March 30,
2023
• Re-Applicant: January 5, 2023 - July 5, 2023
2023 Application Cycle - Important Dates and Deadlines
• Application Opens – January 5
• Application Closes – March 30 / July 5
• Interviews – April – May
• Notifications of Acceptance – May 1 - May 31
• Program Start – August
• Program End – August of following year
Application Requirements
• All application materials must be received through
California Postbaccalaureate Consortium by 11:59
PST on or before the application deadline
• A Bachelor degree from a regionally accredited
college/Official transcripts from all regionally
accredited post-secondary schools attended
• AMCAS application (if previously applied to
medical school)
• Demonstrated interest in community service,
particularly with regards to underserved
communities
• Minimum cumulative GPA of a 2.94 or higher
• Minimum science GPA of a 2.8 or higher
• Complete all prerequisite courses:
o One (1) year of Biology with lab (2
semesters or 3 quarters)
o One (1) year of Chemistry with lab (2
semesters or three 3 quarters)
o One (1) year of Organic Chemistry with
lab (2 semesters or 3 quarters)
o One (1) year of Physics with lab (2
semesters or 3 quarters)
o Biochemistry (encouraged, but not
required)
• Three (3) Confidential Letters of Recommendation
o One (1) from a science faculty member
o One (1) from a community service
experience
o One (1) from a faculty member,
medical/research pathway program
director, research director
• Supplemental Application Interview
o Selected applicants will be invited to
continue the application process by
participating in a virtual interview
(selected applicants will be contacted by
email)
All application materials must be received through the
California Postbaccalaureate Consortium by 11:59PM
(PST) on application deadline.
Interview
Select applicants will be invited to continue the application
process by participating in a virtual interview.
Acceptance
Applicants accepted into the program will be notified by
email and phone. A $50 tuition deposit will be due 2 weeks
after notification to confirm enrollment.
International Students
Undergraduate Applicants
We do not require a separate application or additional fee,
and you should be prepared to meet all the admissions
requirements as outlined above.
Application Requirements for all applicants submitting
coursework outside of the USA:
• Official Test of English as a Foreign Language
(TOEFL) scores must be submitted prior to any
offer of acceptance
o All international applicants whose first
language is not English must take the
TOEFL
o A minimum total score of 80
o The scores must be sent directly from the
Educational Testing Service (ETS) to the
office of Admissions
(admissionsinfo@cdrewu.edu)
o Only the Internet Based Test TOEFL exam
will be accepted
• Coursework completed outside the U.S., must be
evaluated for U.S. course equivalency from one of
the following services: (course-by-course
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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evaluation required)
o World Education Services (WES)
o Josef Silny & Associates (JSA)
o Global Credential Evaluators (GCE)
o International Education Research
Foundation (IERF)
o Academic Credentials Evaluation Institute
(ACEI)
o American Association of Collegiate
Registrars and Admission Officers,
International Education Service (AACRAO
IES)
If you need assistance with immigration (I-20 form, F-1
visa, SEVIS, etc.), our Office of International Affairs will be
able to assist you. You can contact CDU’s Primary
Designated School Official (PDSO) and Director of the
Office of International Affairs, Dr. Lejeune Lockett, at
lejeunelockett@cdrewu.edu or 323-357-3458.
Graduate Applicants
We do not require a separate application or additional fee,
and you should be prepared to meet all of the admissions
requirements as outlined above.
Application Requirements for all applicants submitting
coursework outside of the USA:
• Official Test of English as a Foreign Language
(TOEFL) scores must be submitted prior to any
offer of acceptance
o All international applicants whose first
language is not English must take the
TOEFL
o The TOEFL requirement may be waived
for applicants with Master’s or Doctoral
degrees from an accredited US
institution.
o A minimum total score of 100 and a
speaking score of 26 will be a prerequisite
for entry into the program
o The scores must be sent directly from the
Educational Testing Service (ETS) to the
Office of Admissions
(admissionsinfo@cdrewu.edu)
o Only the Internet Based Test TOEFL exam
will be accepted
• Coursework completed outside the U.S., must be
evaluated for U.S. course equivalency from one of
the following services: (course-by-course
evaluation required)
o World Education Services (WES)
o Josef Silny & Associates (JSA)
o Global Credential Evaluators (GCE)
o International Education Research
Foundation (IERF)
o Academic Credentials Evaluation Institute
(ACEI)
If you need assistance with immigration (I-20 form, F-1
visa, SEVIS, etc.), our Office of International Affairs will be
able to assist you. You can contact CDU’s Primary
Designated School Official (PDSO) and Director of the
Office of International Affairs, Dr. Lejeune Lockett, at
lejeunelockett@cdrewu.edu or 323-357-3458.
Master of Science, Biomedical Science
The Master of Science, Biomedical Sciences one-year
degree program is designed to give you a solid command
of biomedicine, medical informatics and translational
science, as well as ensure that you'll be well-prepared to
address the challenges posed by domestic and
international health disparities.
PostBacCAS
CDU has switched to a new centralized application system
for the 2022-2023 application cycle. All applications and
supporting materials should be completed and submitted
through PostBacCAS.
Application Requirements:
• A Bachelor degree from a regionally accredited
college/Official transcripts from all regionally
accredited post-secondary schools attended
• Minimum GPA of a 3.0 on a 4.0 scale
• Complete all prerequisite courses with a grade of
“C” or better prior to matriculation.
• General Chemistry with lab: 1 year or 8 units
• General Biology with lab: 1 year or 8 units
• Physics with lab: 1 year or 8 units
• Organic Chemistry with lab: 1 year or 8 units
• Calculus or statistics 1 semester or 3 units
• Three letters of recommendation
(academic/professional) - Recommendation form
is required
• Resume or curriculum vitae
• Personal Goal Statement:
o Please explain why you would like to
become a student at Charles R. Drew
University of Medicine and Science. How
does the completion of a degree at CDU
offer you an opportunity to assist an
underserved community?
o Statement must be 2-3 pages typed
(double-spaced, maximum 750 words)
Master of Public Health in Urban Public Health
Application Requirements
Admission is a competitive process in which each student’s
entire application is reviewed holistically and individually.
In selecting students, the program carefully considers the
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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applicant’s responses to questions about “why public
health as a career,” and “why the Charles R. Drew MPH
program specifically,” particularly with respect to the
program’s mission of improving the health of underserved
populations in urban settings. The applicant’s previous
academic record, i.e., Grade Point Average (GPA) is used to
identify the student’s potential in fulfilling the CDU
mission.
All applicants to the MPH program must satisfy the
following admission requirements—
1. An earned baccalaureate (or higher) degree from
a regionally accredited university.
2. Online Application through SOPHAS:
https://sophas.liaisoncas.com/applicant-
ux/#/login
3. Personal Goal Statement (2-3 pages), which
should address the following:
o Interest in and potential for contributing
to the field of public health;
o How applicant’s interests are aligned with
the mission of CDU and the MPH
Program;
o Career objectives;
o Self-assessment of interpersonal skills,
verbal and written skills, computer skills,
and general preparation for succeeding in
a graduate program in public health.
4. Three (3) letter of recommendation using the
SOPHAS online recommendation form.
5. Official transcripts from all regionally accredited
post-secondary institutions attended (or evidence
of a U.S. equivalent baccalaureate degree
submitted through the World Education Services
(WES) foreign credential evaluation).
6. Resume or Curriculum Vitae.
Applications are reviewed once they have been verified by
SOPHAS and it is confirmed that all required documents
have been submitted.
All application documents must be submitted through
SOPHAS. No documents are to be sent to the Office of
Enrollment or the Department of Urban Public
Health/MPH program.
Failure to complete the application or to provide accurate
and authentic documents may result in denial of
admission.
Application Deadline
The MPH program accepts applications on a rolling basis
but gives priority consideration to applications that have
been verified by SOPHAS by March 1st. Cohort sizes of
approximately 15-35 students are admitted each fall
semester. See University Policies section of this Catalog for
deadlines regarding Financial Aid Application
Graduate students from within CDU graduate programs
(such as MS-MBS or MSN) may petition to transfer more
than six (6) semesters’ units of MPH-relevant graduate
coursework taken at CDU.
Master of Health Science, Physician Assistant
The PA Program recruits students who believe in the
importance of sharing medical knowledge to benefit the
global community and will provide students with the skills
necessary to become exemplary medical providers.
Students will learn and acquire clinical skills in a variety of
healthcare settings and will obtain experience in disease
management, disease prevention and health promotion.
The Charles R. Drew University PA program application
cycle opens late April to September 1st every year.
The CASPA Application Process
Application materials must be submitted via the
Centralized Application Service for Physician Assistants
(CASPA) service. Applicants are strongly advised to submit
their application early in the cycle. All application
supporting materials (e.g., letters of recommendation,
transcripts) must be received and verified by CASPA by
September 1st. Please note that the CASPA verification
process can take up to 6 weeks.
The admissions committee only reviews applications that
are VERIFIED by CASPA for which all required documents
have been submitted. It is the applicant's responsibility to
confirm completion of the application by viewing their
online CASPA application. Please do not contact the PA
program to determine completeness.
The CASPA application can be found at
https://caspa.liaisoncas.com
.
Online CASPA Application
• Be sure to send all academic transcripts to CASPA.
• Personal Statement/essay must be submitted
through CASPA.
• Include three letters of reference submitted to
CASPA. These are usually written by someone who
is familiar with the applicant.
o At least one reference must be from a
physician (MD or DO), a physician
assistant or a nurse practitioner who has
observed the applicant in either a
volunteer or employment capacity.
o At least one letter must be from a
professor or academic advisor who has
evaluated the applicant academically.
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OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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o The third letter may be from another
professional affiliate.
o If we do not receive three letters of
reference by the application deadline, the
application will be considered
incomplete.
• Graduate Record Examination (GRE) scores are
NOT required for admission.
• We do NOT require a secondary supplemental
application.
• Completion of all courses within 7 years preceding
application to the program is highly
recommended.
Required Prerequisite Coursework
• Bachelor's degree must be completed before
entrance into the PA program.
• Transcripts must be from a regionally accredited
institution or a US equivalent bachelor’s degree
based on a foreign credential evaluation.
International students, please the visit the Office
of Admissions page here:
https://www.cdrewu.edu/admissions/internation
al-students
Proficiency in English is mandatory. All applicants whose
first language is not English must take the Test of English
as a Foreign Language (TOEFL) (http://www.toefl.org/
).
The TOEFL requirement may be waived for applicants with
a post-secondary degree from an accredited US institution.
The scores must be sent directly from the Educational
Testing Service (ETS) to the Office of Admissions. Only the
IBT (Internet Based Test) form of the TOEFL will be
accepted.
• A total score of 100 and a speaking score of 26 will
be a prerequisite for entry into the program.
• There should be no more than 2 prerequisites
pending or “in-progress” at the time of
application.
• All academic prerequisites must be completed
prior to May 30th of the matriculation year. For
example, if you are applying to begin the program
in August, your prerequisites must be completed
by May 30th of that year.
• The PA program admissions committee requires
proof of enrollment for “in progress" course work.
Examples of proof of enrollment include:
transcripts showing courses in progress, or proof
of payment for the courses in progress. Send
these documents to [email protected]
after completing your CASPA application.
NOTE: CDU accepts semester units. Quarter units must be
converted to equal semester units prior to application. This
will ensure that you are meeting our unit requirements.
Required Coursework
Semester Units
Quarter Units
General Biology with lab
8
12
Microbiology with lab
4
6
Human Anatomy with lab*
4
6
Human Physiology with lab*
4
6
General Chemistry with lab
8
12
Introduction to Statistics or
Biostatistics
3
4.5
College Algebra or higher
3
4.5
English Composition
6
9
Behavioral Sciences
(Psychology, Sociology, or
Anthropology)
6
9
Medical Terminology
3
4.5
*Combined Human Anatomy and Physiology courses are acceptable in place
of separate Anatomy and Physiology courses but must include lab and equal
a total of 8 semester units.
Preferred Prerequisites
• Cumulative and Science GPA of 3.0
• Prerequisite grades of B or higher
• Direct patient care (DPC) experience of greater
than 2,000 hours
• Organic chemistry w/ lab or biochemistry w/ lab
• Spanish
Direct Patient Care Experience
• Direct patient care experience (DPC) may be paid
or volunteer. The admissions committee will
review and evaluate each individual DPC
experience
• DPC should provide exposure to patients and
members of the healthcare team in a clinical
capacity to allow for the understanding of medical
terminology, interaction with a wide variety of
patients and exposure to various clinical scenarios
• Examples of DPC include but are not limited to
nursing (RN, CNA), Medical Scribe, Health Scholar
• Behavioral Specialist, Nutrition (RD), Pharmacy
(Pharmacist, Pharmacy tech), Medical Assistant,
Patient Care Technician, Radiology Technician,
Phlebotomist, Physical Therapy (PT, PT Aide),
Athletic Training (AT), Dental Hygienist,
Paramedic, EMT, Respiratory Therapist,
Researcher (if performing direct patient care),
Optometric Assistant
Value Added
Please note that while not required, the PA Admissions
Committee has identified the following value-added items
which will be noticed and considered on an application:
• Evidence of commitment to social justice,
community wellness and healthcare needs of
underserved populations
• First generation college students
• Applicants that are
Underrepresented Minorities
in Medicine
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 45
• CDU PA program reapplicants
• CDU PA program reapplicants who were
previously interviewed
Applicants that are current students or alumni of
CDU
Interviews
• Personal interviews are required for admission
and will be offered to the most qualified
applicants
• Interviews are conducted between September
and December
Pre-Matriculation Contingency
If admitted, matriculation into the program will be
contingent upon:
• Timely submission of intent to enroll and deposit
• Successful completion of pending prerequisites by
May 30th
• Pending prerequisite grade requirement of B or
higher
• Completion of any special stipulations for transfer
credits/advanced placement
• All candidates must be able to independently,
with or without reasonable accommodation, meet
our program-specific technical standards of
general and specific abilities and behavioral and
social attributes, and continue to meet these
standards throughout the entirety of their
program. The technical standards have been
developed in consideration of the demands of
didactic and clinical training in graduate health
sciences and clinical practice as a physician
assistant.
• Successful completion of background check, drug
screen, health, and immunization records
o Current Health Insurance
o OSHA and HIPAA training
o Mandatory attendance of CDU and PA
program orientation in August
• Please visit our admissions FAQ page
for more
information.
• For additional information, please contact CDU
Office of Admissions at (323) 563-4800 or you may
contact the Graduate Admissions Office at
[email protected] or call (323) 563-
4839.
Master of Science in Nursing - Entry Level
The Master of Science in Nursing - Entry Level Master’s
Track is designed for applicants holding a baccalaureate
from other fields. This allows pre-licensure nursing
students to study basic nursing knowledge and science at
the graduate level concurrently with graduate core
content to prepare for licensure as a registered nurse.
Students graduating from the ELM track will be able to
assume the role of a direct provider of care, nursing, and
administrator or nursing faculty member.
Application Requirements
• A Bachelor’s degree from a regionally accredited
college/university (see below requirements for
international students)
• Official transcripts from all regionally accredited
post-secondary schools attended
• Minimum GPA of a 3.0 on a 4.0 scale
o Applies to Cumulative GPA
o Applies to Science GPA
• Complete all prerequisite courses with a grade of
“B” or better prior to matriculation. *Science
prerequisite courses must be taken within (7)
years of the submission of application
o English (3 units)
o Sociology (3 units)
o Psychology (3 units)*
o Nutrition (3 units)
o Human Anatomy with lab (4 units)*
o Human Physiology with lab (4 units)*
o Microbiology with lab (4 units)*
o Statistics (3 units)
o Speech/ Communication (3 units)
• TEAS exam
o See ELM site on CDU website for
additional information on admission
requirements, dates and link to register
o Candidates may take multiple times
o Minimum of 75% overall cumulative &
individual module score
• Three (3) Letters of Recommendation
(academic/professional) - Recommendation
form is required
o Form can be found here: https://docs-
cdrewu.cloud/assets/admissions/files/CD
U%20Graduate%20Studies%20LOR.pdf
o Recommendations should address the
following areas:
A. Relationships with work (paid
or voluntary) associates
B. Work competence
C. Communication and
interpersonal skills with persons
of diverse backgrounds
D. Leadership skills or potential
E. Values, ethical standards,
responsibility and initiative
• Resume or curriculum vitae
• Interview
o Selected applicants will be invited to
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 46
continue the application process by
participating in a n in-person or virtual
interview (selected applicants will be
contacted by phone or email)
Master of Science in Nursing – Family Nurse
Practitioner
The Master of Science in Nursing - Nurse Practitioner
Program prepares advanced practice nurses to manage
the care of individuals and families. The NP Program is
designed for nurses holding baccalaureate degrees who
are interested in completing course requirements leading
to a graduate degree in nursing. Graduates of this program
are eligible to sit for the NP national certification
examinations through the American Nurses Credentialing
Center (ANCC), or the American Association of Nurse
Practitioners (AANP).
Application Requirements
• $50 Non-refundable Application Fee
• A Bachelor of Science degree in Nursing from a
regionally accredited college/university (see
below requirements for international students)
• Official transcripts from all regionally accredited
post-secondary schools attended
• All applicants must have a current and
unrestricted registered nurse license in the United
States
• A minimum of one year of work experience as a
Registered Nurse
• Complete all prerequisite courses with a grade of
“C” or better prior to matriculation
o Statistics (3 units)
• Proof of Computer Proficiency (word processing
and internet based skills)
• Three letters of recommendation
(academic/professional) - Recommendation
form is required
o Two letters of recommendation must be
from a current or past nursing supervisor/
manager
o Recommendations should address the
following areas:
A. Relationships with work (paid
or voluntary) associates
B. Work competence
C. Communication and
interpersonal skills with persons
of diverse backgrounds
D. Leadership skills or potential
E. Values, ethical standards,
responsibility and initiative
• Resume or curriculum vitae
• Personal Goal Statement: Please explain why you
would like to become a student at Charles R. Drew
University of Medicine and Science. How does the
completion of a degree at CDU offer you an
opportunity to assist an underserved community?
o Statement must be 2-3 pages typed
(double-spaced, maximum 750 words)
Post Master’s Certificate – Family Nurse
Practitioner
• $50 Non-refundable Application Fee
• An earned master of science in nursing degree
from a regionally accredited college/university or
the equivalent of a U.S. master of science in
nursing degree from a regionally accredited
college/university based on a University approved
foreign credential evaluation
• Official academic transcripts from all previous
colleges and/or universities attended
• Current unrestricted RN license to practice
professional nursing in the state of California
• Completion of the following pre-requisite course
• Statistics
• An absolute cumulative GPA of 3.0 is required
• Proficiency in English is mandatory. All applicants
whose first language is not English must take the
Test of English as a Foreign Language (TOEFL,
http://www.toefl.org/ ). The minimum overall
score is 84; 24 is the minimum score in the
speaking section, and 24 is the writing section
minimum score
• Personal Goal Statement (2-3 pages)
o The applicant's goals must be congruent
to those of the MMDCON, the University
and the applicant's chosen specialty. A
personal goal statement is required,
which may be submitted online via the
CDU online application system, in a .pdf
or Word format. The goal statement is an
opportunity for students to tell the
admissions committee about their career
plans upon completion of their graduate
degree. Before writing a goal statement,
prospective students should review
carefully information about the Entry
Level program on CDU's website so that
they can clearly indicate to the
admissions committee that they are a
good fit with the program
• Three (3) Letters of Recommendation
(academic/professional) - Recommendation form
is required
o Recommendations from family, friends or
other students are NOT accepted.
Recommendations should address the
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University Catalog | 2023 - 2024
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following areas:
relationships with work (paid or
voluntary) associates
work competence
communication and
interpersonal skills with persons
of diverse backgrounds
leadership skills or potential
values, ethical standards,
responsibility and initiative
• Resume or Curriculum Vitae
• Computer proficiency is required (especially word
processing and internet/web skills)
Master of Science in Nursing – Psychiatric/Mental
Health Nurse Practitioner
The 59-credit PsychNP Master of Science in Nursing Track,
which is completed through full-time study in a preceptor
clinical settings, provides a flexible, executive-education
format in which the theoretical content of all courses is
taught in two weekend sessions per month each semester.
The remainder of each semester is taught using both a
face-to-face and web-enhanced pedagogical approach for
student/faculty collaboration, faculty presentations, and
clarification of theoretical content. All clinical courses are
offered as immersion practicum experiences, conducted in
faculty approved, in-person, in a preceptor clinical setting.
Application Requirements
• Application Requirements:
• $50 Non-refundable Application Fee
• A Bachelor of Science degree in Nursing from a
regionally accredited college/university (see
below requirements for international students)
• Official transcripts from all regionally accredited
post-secondary schools attended
• All applicants must have a current and
unrestricted registered nurse license in the United
States
• Complete all prerequisite courses with a grade of
“C” or better prior to matriculation
• Statistics (3 units)
• Proof of Computer Proficiency (word processing
and internet based skills)
• Three letters of recommendation
(academic/professional) - Recommendation form
is required
o Form can be found here:
https://docs-
cdrewu.cloud/assets/admissions/files/CD
U%20Graduate%20Studies%20LOR.pdf
o Recommendations should address the
following areas:
o A. Relationships with work (paid or
voluntary) associates
o B. Work competence
o C. Communication and interpersonal skills
with persons of diverse backgrounds
o D. Leadership skills or potential
o E. Values, ethical standards, responsibility
and initiative
• Resume or curriculum vitae
• Personal Goal Statement. Please explain why you
would like to become a student at Charles R. Drew
University of Medicine and Science. How does the
completion of a degree at CDU offer you an
opportunity to assist an underserved community?
• Statement must be 2-3 pages typed (double-
spaced, maximum 750 words)
o Statement must be 2-3 pages typed
(double-spaced, maximum 750 words)
Post Master’s Certificate – Psychiatric/Mental
Health Nurse Practitioner
Application Requirements
• $50 Non-refundable Application Fee
• An earned master of science in nursing degree
from a regionally accredited college/university or
the equivalent of a U.S. master of science in
nursing degree from a regionally accredited
college/university based on a University approved
foreign credential evaluation
• Official academic transcripts from all previous
colleges and/or universities attended
• Current unrestricted RN license to practice
professional nursing in the state of California
• Completion of the following pre-requisite course
o Statistics
• An absolute cumulative GPA of 3.0 is required
• Proficiency in English is mandatory. All applicants
whose first language is not English must take the
Test of English as a Foreign Language (TOEFL,
http://www.toefl.org
). The minimum overall score
is 84; 24 is the minimum score in the speaking
section, and 24 is the writing section minimum
score
• Personal Goal Statement (2-3 pages)
o The applicant's goals must be congruent
to those of the MMDCON, the University
and the applicant's chosen specialty. A
personal goal statement is required,
which may be submitted online via the
CDU online application system, in a .pdf
or Word format. The goal statement is an
opportunity for students to tell the
admissions committee about their career
plans upon completion of their graduate
degree. Before writing a goal statement,
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prospective students should review
carefully information about the Entry
Level program on CDU's website so that
they can clearly indicate to the
admissions committee that they are a
good fit with the program
• Three (3) Letters of Recommendation
(academic/professional) - Recommendation form
is required
o Recommendations from family, friends or
other students are NOT accepted.
Recommendations should address the
following areas:
relationships with work (paid or
voluntary) associates
work competence
communication and
interpersonal skills with persons
of diverse backgrounds
leadership skills or potential
values, ethical standards,
responsibility, and initiative
• Resume or Curriculum Vitae
• Computer proficiency is required (especially word
processing and internet/web skills)
Doctor of Nursing Practice
Application Requirements
• Complete and submit a DNP application available
online via NursingCAS
o Application Fee $75
• Graduate of an accredited college or University
with a Master of Science Degree in Nursing with
Advanced Practice Specialty (Nurse Practitioner
[NP] or Clinical Nurse Specialist [CNS])
o Graduate Program Accreditation
Requirements (Applies to both Domestic
and International applicants):
Commission on Collegiate Nursing
Education (CCNE) or a National League of
Nursing Accreditation Commission (NLN
CNEA)
o To confer the DNP degree: 1,000 post
Baccalaureate or Entry Level Masters’
Program clinical hours of face to face,
healthcare system preceptored
experience are required to meet the
AACN Essentials of Doctoral Education for
Advanced Nursing Practice (2006)
Evidence of 500 clinical hours -
Students are accepted as
advanced practice registered
nurses, NP or CNS, providing
documentation of the acquired
500 hours of direct patient care.
Students acquire the remaining
500 hours during the plan of
study of the DNP Program. DNP
students conduct their 500
clinical hours on off work hours
at one approved healthcare
facility-which can be at their
place of employment.
o Opportunities for clinical hour
deficiencies - Students will meet with the
DNP Director and/or Assistant Director to
establish the number of clinical hour
deficiencies. If no more than180 hours
are incomplete, then students will be
given the option of completing the clinical
hour deficiencies prior to the start of the
DNP program, or the 180 hours may be
completed in the first semester of the
program. Students will be placed on
Provisional Admission.
• Minimum GPA of a 3.0 on a 4.0 scale - Applicants
who fall below the eligibility requirements will be
reviewed on a case-by-case basis. In each case,
additional supplemental items may be required.
• Official transcripts from all regionally accredited
institutions
o *International Students: Courses
completed outside the U.S. must be
evaluated for U.S. course equivalency
(see further requirements below)
• Licensing Requirements (Applies to both Domestic
and International applicants):
o Unencumbered RN license in the state
where you plan to do your clinical hours
o Unencumbered APRN license in the
state where you plan to do your clinical
hours. Must be obtained prior to CDU
DNP program orientation
Unencumbered APRN license is
not required
-of CNS or other APRN, if
licensure is not required by their
state to practice
-if the applicant is in the process
of taking the national
certification exam in their
specialty
If an applicant doesn’t have the
APRN license and it’s required in
the state the applicant is
currently practicing:
-the applicant will need to take
an LOA from CDU DNP program,
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to obtain appropriate licensing
• Resume or Curriculum Vitae
• Personal Goal statement-Self-Evaluation
o The Personal Goal Statement-Self
Evaluation should address the following
areas:
What impact do you foresee your
doctor in nursing practice degree
will have in your nursing
practice?
What motivates you to earn your
doctor in nursing practice
degree?
What topics are you interested in
exploring to complete a DNP
project that will focus on change
that impacts healthcare
outcomes. In what Healthcare
system do you foresee doing
your DNP project?
Discuss if you are in clinical
practice, include the following
and describe the practice, name,
location to include city, state and
zip code.
Describe and discuss two of your
strong assets/characteristics.
Describe and discuss two areas
where you would like to see
improvement.
o Statement-Evaluation Requirements:
APA format using Microsoft
Word and must include both a
cover and reference page
Approximately 750 words in
length
Two to Three reference citations
from any source
• Three letters of recommendation (academic or
professional)
o Recommendations should address the
following areas:
Relationships with work
associates (paid or voluntary)
Work competence
Communication and
interpersonal skills with persons
of diverse backgrounds
Leadership skills or potential
Values, ethical standards,
responsibility, and initiative
o Recommendation Form is required. Form
can be found here:
https://docs-
cdrewu.cloud/assets/admissions/files/CD
U%20Graduate%20Studies%20LOR.pdf
• Virtual interview with DNP Program Director
o DNP Assistant Director and DNP faculty
may also be present
Matriculation Requirements (Post Acceptance)
• Certified Background Check (Completion
instructions will be emailed to you upon
acceptance)
All requirements are due prior to matriculation unless
indicated in university policy. All proof/documentation
must be on file prior to orientation.
Additional Background Requirements
• Background Clearance
• Proof of negative drug screen
• Copy of current CPR “Level C” Certification
(Healthcare Provider) that will not be expiring in
the next 12 months.
Immunizations Requirements
All proof/documentation must be on file prior to
orientation.
• Proof of annual negative Tuberculosis (TB)
screening:
o Two-Step TB skin test OR
o Past 2-Step TB skin test, along with a
current 1-Step TB skin test OR
o TB blood test (IGRAs).
• Proof of completion of Hepatitis A and B
immunization series or titer demonstrating
immunity.
• Proof of two doses of Measles/Mumps/Rubella
(MMR) immunization or titer demonstrating
immunity.
• Proof of one Tetanus/diphtheria/acellular
pertussis (Tdap) immunization (after 19 years of
age) and boosters per the Centers for Disease
Control and Prevention’s adult vaccination
schedule.
• Proof of Chicken Pox (Varicella) immunization or
titer demonstrating immunity.
• Proof of annual influenza immunization
• Proof of COVID-19 vaccination
• Additional laboratory tests, immunizations,
and/or documentation may be required for
specific practicum sites.
For International Students
We do not require a separate application or additional fee,
and you should be prepared to meet all of the admissions
requirements as outlined above.
Application Requirements for all applicants submitting
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coursework outside of the USA:
• Coursework completed outside the US must be
evaluated for US course equivalency from one of
the following services (course-by-course
evaluation required):
o World Education Services (WES)
o Josef Silny & Associates (JSA)
o Global Credential Evaluators (GCE)
o International Education Research
Foundation (IERF)
o Academic Credentials Evaluation Institute
(ACEI)
o American Association of Collegiate
Registrars and Admission Officers,
International Education Service (AACRAO
IES)
If you need assistance with immigration (I-20 form, F-1
visa, SEVIS, etc.), our Office of International Affairs will be
able to assist you. You can contact CDU’s Primary
Designated School Official (PDSO) and Director of the
Office of International Affairs, Dr. Lejeune Lockett, at
lejeunelockett@cdrewu.edu or 323-357-3458.
Pre- enrollment
Examinations
Applicants who are offered admission to undergraduate
degree programs in the College of Science and Health are
required to take examinations in three fundamental
academic skill areas: writing, reading and mathematics.*
* Results from these tests are used for placement. Applicants who have
completed equivalent coursework to satisfy the general education
requirement for college mathematics and English with a “C” grade or better
must submit official transcripts for evaluation and approval of course
equivalency.
College Level Examination
Program (CLEP)
Charles R. Drew University accepts credit by examination
from the College Board via the Advanced Placement
Examinations (AP) and the College Level Examination
Program (CLEP). Scores must be sent directly to Charles R.
Drew University Office of Admissions in order to be
evaluated for credit. A total of 20 units can be granted for
successful performance on CLEP examinations.
Canadian Transcripts
• Canadian high school documents must show the
approval of the ministry of education.
• Canadian transcripts must be in English.
• CDU accepts transcripts from Canadian
institutions that are members of the Association
of Universities and Colleges of Canada (AUCC) or
the Canadian Colleges of Applied Arts and
Technology (CAAT).
Test of Essential Academic
Skills
All applicants to Charles R. Drew University of Medicine
and Science Entry Level Master’s and Bachelor of science
in Nursing (Direct Nursing Phase) are required to take the
TEAS Exam. Test results must be less than two years old at
the time of application to the Nursing program. Eligible
students must score a minimum cumulative score of 75%
also in each module and each sub module.
Admission Process
Request for information and supplemental application
forms (by email, mail, telephone, website or walk-in):
• Applications, correspondence and requests for
general information about the College of Science
and Health and the Mervyn M. Dymally College of
Nursing will be processed by the Office of
Admissions
Office of Admissions
Email: [email protected]
Tel: (323) 563-4839
https://www.cdrewu.edu/admissions
For admission to the CDU four-year MD program or the
joint CDU/UCLA MD program, please refer to the College
of Medicine Admissions’ section of this Catalog
Completed applications must be submitted prior to or on
the final filing date along with required supplemental
application materials and non-refundable application fee.
Applications are accepted online only.
Some programs have rolling admissions deadlines. Please
contact the Office of Admissions for details.
Note: Applications received without appropriate fee(s)
and/or required documentation are not official and will
not be processed. Such applications are considered
incomplete and are retained for only one year from the
date of submission.
Notification of Admission
Candidates will be evaluated for admission after all of the
required application materials have been submitted. Each
candidate will receive notification in writing of the
admissions decision.
Provisional Acceptance
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Provisional admission may be granted on a case-by-case
basis to a limited number of applicants. Provisionally
admitted students must satisfy the terms of their
admission by the end of their first term or admission may
be rescinded and further registration prohibited.
Waitlisted
Admission to Charles R. Drew University academic
programs is competitive, and occasionally, students are
waitlisted. If waitlisted, candidates are notified in writing
of their status and are informed of a confirmed slot as
soon as the Office of Admissions receives an update from
academic departments regarding available seats.
Appeal of Admissions Decision
Every application goes through extensive reviews, and the
University regrets that we are unable to offer admission to
all qualified applicants. For an appeal to have merit, it
must bring to light new information that was not present
in the application—information that clearly shows the
candidate to be stronger overall than had been earlier
evidenced in application materials.
Submitting an Appeal
Candidates seeking to appeal their admission decision
should submit a letter requesting that their application be
reconsidered. The letter must be written by the applicant.
• Email requests are accepted
• Fax submissions will not be reviewed.
• The letter must state the applicant’s reasons for
appealing the initial decision. The letter should
not simply repeat information that had already
been presented in the application.
• If the basis for the appeal is a changed grade or an
incorrectly reported test score, the candidate
should provide documentation (e.g., a transcript
or a revised score report) in the same envelope as
the letter of appeal.
• Include copies of all high school and college
transcripts (recommended).
• Letters of recommendation are not required. If
letters are included, the limit is two.
Mail documents in a single envelope to:
Office of Admissions
Charles R. Drew University of Medicine and
Science
1731 E. 120th Street
Los Angeles, CA 90059
Appeals documents will be forwarded to the Admissions
Committee of the respective academic program. Upon
receipt of an appeals decision, the Office of Admissions
will notify the candidate accordingly.
Transfer Students
A student wishing to transfer to Charles R. Drew University
of Medicine and Science from another institution must
submit official college transcripts from each previously
attended institution. Charles R. Drew University of
Medicine and Science accepts transcripts by mail or
electronically sent to [email protected]
.
A registration hold will be placed on student’s account
until all required documents are submitted, including
official transcripts.
Tuition Fee Deposit Policy
Tuition Deposits
Upon acceptance, each undergraduate and graduate
student must pay a Tuition Deposit. The deposit is applied
toward payment of the first term tuition and is not
refundable. The Tuition Deposit is forfeited if the student
does not attend for the agreed upon term of admission. If
such students are readmitted at a later date, a second
Tuition Deposit is required.
Reduction in the Tuition Fee Deposit
Upon written request, approval for a tuition fee deposit
reduction can be granted by the Executive Director of
Enrollment Services. To request a tuition fee reduction
the following information must be included in the request
and sent to [email protected]
1. Name
2. Date of the request
3. Program
4. Term
5. Explanation for the reduced tuition fee request
Appeals or questions regarding this policy should be
referred to admissionsinfo@cdrewu.edu
.
Deferment of Enrollment
Students who wish to defer their enrollment must request
deferment in writing by returning a completed Intent-to-
Enroll form along with the required tuition deposit.
Deferred enrollment may only be granted for one year to
officially admitted students to the College of Science and
Health undergraduate and graduate programs (see Tuition
Deposit section of this catalog). If the deferred student
does not enroll at Charles R. Drew University within the
deferral period, the student must reapply.
Students that do not begin the program in the term to
which they are accepted will be required to submit a new
application for consideration for the next term in which
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the program begins a new cohort.
Students accepted into the Mervyn M. Dymally College of
Nursing may request a one semester enrollment deferral
into the next semester within one month of being
accepted to the program. After the one semester deferral,
all students will be required to submit a new application
for consideration for the next term in which the program
begins a new cohort.
Readmission of Former
Students
Students who have been withdrawn from the university
must apply for readmission, unless they are on an
approved Leave of Absence (LOA). Returning students will
be subject to all the requirements and regulations written
in the catalog for the year of readmission. Readmission will
be based on the current admissions policies. Candidates
for readmission must meet current Program requirements.
• Students who withdrew or were withdrawn while
in good standing do not need to apply for
readmission if their return date is within one
calendar year from when they last attended.
Students need only to meet with their Program
Director, fill out the Program Reactivation Form
and register for the upcoming semester.
• Students participating in an approved planned
educational leave do not have to re-apply for
readmission unless the terms and conditions set
for their Leave of Absence were not satisfied.
Former Students in Good Standing
With approval of the Dean and Program Director, students
who previously withdrew or were withdrawn from the
University in good standing for more than one calendar
year may be readmitted, provided that academic work in
the interim period has not altered the student’s scholastic
status. If a student has attempted coursework at another
institution during his/her absence from Charles R. Drew
University, official transcripts of that coursework must be
submitted to CDU’s Office of Admissions for consideration
in the readmission process.
Former Students on Probation
Students on probation at the close of their last semester
remain on probation if readmitted. Students must meet
with their Dean’s Office and receive Dean approval in
order to return to CDU. If a student has attempted
coursework at another institution during his/her absence
from Charles R. Drew University, official transcripts of that
coursework must be submitted to Charles R. Drew
University Office of Admissions.
Former Students Who Were Dismissed
The readmission of a previously dismissed student is by
special action only. The University will not consider a
student for readmission until one semester of non-
attendance has passed and all recommended conditions of
readmission have been fulfilled. Readmission action is
based upon evidence that the causes of previous low
achievement have been removed. This evidence may
include grade reports or official transcripts of work
completed at other institutions during the student’s
absence. Students must meet with their Dean’s Office and
receive Dean approval. Students who have been dismissed
for ethical or behavioral reasons will generally not be
readmitted. Special conditions may apply.
To re-apply, students should:
1. Complete and submit a Readmission Application
(available in the Office of Admissions.
2. Include a non-refundable application fee of $50
made payable to Charles R. Drew University.
3. Include official transcripts of any coursework
attempted during absence from Charles R. Drew
University.
4. Programs using external application platforms
may require re-application through those
platforms.
Non- Matriculated
Enrollment
A Non-Matriculating Student is a student who enrolls in a
course offered by Charles R. Drew University without
being accepted into a degree program in order to:
• Meet credentialing requirements of a state
licensing agency
• Meet graduation requirements for another
University or for continuing education
• Take course(s) for general interest
• Meet prerequisite course requirement(s)
Enrollment as a non-matriculated student is contingent
upon space availability and scheduling, and is limited. To
enroll as a non-matriculated student, prospective students
must complete the Application for Non-Matriculated
Enrollment and pay the appropriate application and
student activities fee. Specific course approval must take
place prior to the beginning of each semester. A maximum
of 12 semester units of undergraduate coursework may be
earned as a non-matriculated student.
A maximum of nine semester units of graduate
coursework may be earned as a non-matriculated student.
For College of Nursing, a maximum of eight semester units
of graduate coursework may be earned as a non-
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matriculated student.
Students must submit additional application requirements
as specified by respective academic programs before being
considered for non-matriculated enrollment.
New Student Orientation
The orientation program acquaints students with
University and college/school programs, services, facilities
and grounds, academic expectations and institutional
procedures. All students entering the University are
required to participate in New Student orientation at CDU.
The University will make reasonable efforts to ensure that
all students are provided with the opportunity to
participate in New Student orientation (NSO) at CDU
before their first semester of enrollment. To qualify for
institutional based scholarship, students must complete
new student orientation. Students that have not
completed NSO, will have a hold that will prevent
registration in subsequent terms.
Catalog Rights
Students pursuing a degree or certificate must meet the
curriculum requirements for the program as outlined in
the Catalog in effect at the time of admission or re-
admission to Charles R. Drew University. Students are
responsible for knowing program requirements. Students
may graduate under the general education requirements
and graduation requirements in effect at the time of their
admission as long as they have maintained continuous
enrollment, or under the requirements in effect from the
time continuous enrollment is established and maintained.
Continuous enrollment is defined as enrollment in the fall,
spring and summer (where applicable) semester of each
academic year. Enrollment resulting in a withdrawal (the
grading symbols W or U) does not count, as attendance in
a course, therefore does not preserve “catalog rights.”
Failure to remain in continuous attendance will mean that
the student must meet the regulations current at the time
of resuming the degree program or those applicable at the
time of graduation.
Course Numbering System
Courses in the College of Science and Health, College of
Medicine, and The Mervyn M. Dymally College of Nursing
are numbered according to the following system:
000-099
Sub-Collegiate Courses (No baccalaureate credit)
100-199
Lower-division courses of freshman level
200-299
Lower-division courses of sophomore level
300-399
Upper-division courses of junior level
400-499
Upper-division courses of senior level
500-699
Graduate level courses
700-799
700-799 Doctoral level courses†
†MPA 700 – 703 are graduate seminars for the Master of Health
Science, Physician Assistant program and are not designated
doctoral level courses.
Accessibility Services and
Accommodations
Charles R. Drew University of Medicine and Science (CDU)
provides equal access and opportunity to its students and
does not discriminate on the basis of disability in all of its
courses, programs, and activities. CDU is committed to
providing appropriate services and reasonable
accommodations for students with disabilities consistent
with the requirements of Section 504 of the Rehabilitation
Act of 1973, Title III of the Americans with Disabilities Act
and the Americans with Disabilities Amendments Act of
2008.
Students
A “student” is any person who is properly enrolled in an
academic course at CDU, regardless of the person’s
academic status, age, or any other protected class. A
student does not need to maintain a specific course load,
insofar as the student is enrolled in at least one course
during the semester in which the student is seeking
accommodations and/or filing a grievance.
Individual with a Disability
An “individual with a disability” is someone with a physical
or mental impairment that substantially limits one or more
“major life activities,” including, but not limited to, caring
for oneself, performing manual tasks, seeing, hearing,
eating, sleeping, walking, standing, lifting, bending,
speaking, breathing, and working. “Major life activities”
includes school related tasks such as learning, reading,
concentrating, thinking, and communicating and also
includes the operation of “major bodily functions,”
including, but not limited to; functions of the immune
system, normal cell growth, digestive, bowel, bladder,
neurological, brain, respiratory, circulatory, endocrine and
reproductive functions, or an impairment that is in
remission that, if active, would substantially limit an
individual’s major life activity. Physical or mental
impairments include, for example, specific learning
disabilities, emotional or mental illness, visual
impairments, deafness and hearing impairments, mobility
impairments, and some chronic illnesses.
Accommodations
An “accommodation” refers to a change in the status quo.
A “reasonable accommodation” in the student setting is a
modification or adjustment to a course, program, activity
or building that allows the person with a disability to
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participate as fully as possible in the courses, programs
and activities offered by CDU.
CDU is required by law to make reasonable
accommodations in practices, policies and procedures and
to provide auxiliary aids and services for individuals with
disabilities unless to do so would fundamentally alter the
nature of CDU’s academic courses, educational programs
or other activities or services or would result in an undue
financial or administrative burden.
Reasonable accommodations (also referred to as
modifications) and auxiliary aids and services, which might
be provided to a student with a disability, can take many
forms, depending on the individual student’s needs.
Accommodations, auxiliary aids or services may include,
but are not limited to advocacy and disability advising;
classroom and testing accommodations; sign language
interpreting; the provision of taped/scanned books; class
materials in alternative formats; and assistive technology
training and/or use.
Disability Documentation
“Disability documentation” is information, including a
written evaluation from a physician, psychologist or other
qualified specialist, that provides information establishing
the nature and extent of a student’s disability and includes
the basis for the diagnosis and the dates of testing. The
documentation must establish the current need for an
accommodation. The type of documentation will vary
according to the disability. Documentation may need to be
updated or augmented in order to be reviewed more fully.
Students who submit documentation that does not meet
the guidelines may be required to provide an updated
evaluation before a determination can be made in
response to a request for a disability accommodation.
Charles R. Drew University of Medicine and Science is
committed to providing equal access and opportunities to
matriculated students with disabilities and prohibits
discrimination on the basis of disability. It is the policy and
practice of CDU to comply with all legal requirements that
prohibit discrimination on the basis of a disability.
The University makes admission decisions using criteria
which do not consider an individual's disability, but rather,
the student's individual qualifications, to meet the
essential elements of the program, service or activity being
offered, assuming incorporation or use of the proper
academic adjustment and/or auxiliary aids, if necessary.
Students with a disability recognized by law are entitled to
reasonable accommodation(s) if one is needed and
properly identified. The law defines a disability as a
physical or mental impairment that substantially limits a
major life activity or that prevents the exercise of a normal
bodily function, a record of such impairment (such as
cancer in remission), or a condition regarded by
professionals as causing such an impairment.
Reasonable accommodations do not include lower
performance standards or items for personal use or
convenience. CDU is obligated to provide a reasonable
accommodation, which may not be the one requested.
The process of identifying and providing a reasonable
accommodation is an interactive one. The University is not
obligated to provide an accommodation if it would impose
an undue hardship on the institutions, or if the person
requesting the accommodation poses a direct threat to
the safety of self or to others.
The University shall not assume any responsibility for the
provision of attendants, individually prescribed devices,
readers for personal use or study, or any device or service
of a personal nature. The arrangements for these types of
services are entirely the responsibility of the individual
student.
The University may use all resources available to fund the
purchase of assistive technology and academic support.
While the University will strongly consider requests from
students that a specific type of assistive technology or
academic support be provided, the University maintains
the right to make a final decision about its choice of such
educational aid.
All students with disabilities who require University
assistance with campus accommodations, academic
adjustments, or auxiliary aids shall identify themselves to
the Accessibility Services Coordinator (ASC) as soon as
they are aware that they require assistance. Students are
not eligible for services from the ASC unless they identify
themselves to the ASC and provide appropriate disability
documentation from a licensed clinician/physician.
Students must notify the ASC of a disability as early as
possible prior to requesting an accommodation. Disability
accommodation requests will be evaluated on a case-by-
case basis with no guarantee of immediate approval.
Assuming a student provides all necessary documentation;
approval for accommodations may take up to ten (10)
business days. Retroactive accommodations and/or
assistance is prohibited, even if documentation is provided
for a disability that would have been accommodated for
had the documentation been submitted at an earlier date.
Once a student with a disability has been admitted to CDU
and has identified himself/herself to the ASC, the ASC shall
work with the various academic departments that will be
serving the student to provide necessary assistance or
information on accommodations specific to his/her
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disability. The ASC shall work with the student in locating
any necessary educational auxiliary aids and services,
acquisition or modification of equipment or devices, or
other similar services and actions deemed necessary as
educational aids to ensure programmatic and campus
accessibility.
Students are wholly responsible for notifying their
respective professors about any approved
accommodation(s). The student takes the letter from the
ASC to his/her professors and notifies the professors of the
approved accommodations. Professors are not provided
the reason(s) for the approved accommodations, only that
accommodations have been authorized by the ASC. Failure
to notify his/her professors could delay a student’s ability
to receive accommodations.
Complaints of Discrimination on the Basis of Disability
If a student is not able to resolve an issue informally, they
should bring a complaint of discrimination on the basis of
disability to the attention of the ASC for clarification of
requirements, rights, standards, advice, and other
assistance.
After consulting with the ASC, should the complaint not be
resolved to the satisfaction of the student, they may file a
formal grievance with the University’s Compliance Officer,
who has executive oversight in helping to ensure that the
University complies with the law.
If a faculty member objects to providing a university-
approved accommodation, such accommodation will be
provided to the student until a final decision has been
reached by the ASC on the faculty member's objection.
Student Disability Services Coordinator
If you need assistance or have questions regarding
disability services, students can contact
or CDU’s Student
Accessibility Services Coordinator, Dr. Rhonda Jones, at
[email protected] or (323) 563-4930. Additional
queries or complaints can be made to:
CDU Office of Compliance, EEO and Diversity
Email: [email protected]
Telephone: (323) 357-3684
U.S. Department of Education, Office of Civil Rights
San Francisco Office, Office for Civil Rights
U.S. Department of Education
50 United Nations Plaza
Mail Box 1200, Room 1545
San Francisco, CA 94102
Telephone: 415-486-5555
Fax: 415-486-5570; TDD: 800-877-8339
Email: [email protected]
Drug- Free Workplace and
University
Charles R. Drew University of Medicine and Science
recognizes drug dependency (including addiction to
controlled substances or prescription drugs, over-the-
counter medications, alcohol or tobacco) as an illness and
a major health problem. The University also recognizes
drug dependency as a potential health, safety and security
problem within the campus environment.
The University has a drug-free policy aimed at creating a
healthy, safe, and secure environment to learn and work.
Each new student and employee is provided a copy of this
policy during initial orientation, and a written reminder of
this policy is distributed annually. All are required to abide
by the terms of this policy.
Students requiring assistance are encouraged to use
Student Health and Wellness (SHAW) and health plan
referral services, as appropriate. All students are expected
to be aware of the information contained in the
University’s policy. For further information and/or to seek
assistance for drug and alcohol related problems through
confidential counseling, students should contact the
Director of Student Health and Wellness at 323-357-3427.
Smoking and Tobacco Use
On January 1, 2017, CDU became a smoke and tobacco-
free campus, a change that confirms CDU’s commitment
to saving lives and creating a healthy environment for the
many who learn, work, visit, and spend time at CDU.
This change comes as a result of our President, Dr. David
M. Carlisle, charging the University’s administrators to
launch this initiative after many students, faculty, and staff
voiced their desire for such a change. As a leader in health
and healthcare for underserved communities, CDU has an
affirmative duty to contribute to the reduction of tobacco
use and secondhand smoke exposure, especially as it
pertains to our students, faculty, staff, and visitors. Going
smoke and tobacco-free supports the University’s vision of
“excellent health and wellness for all …” in an ever-
growing health-conscious society.
It is no secret that exposure to secondhand smoke and
tobacco use lead to devastating health consequences, and
evidence shows that individuals are more likely to quit
when spending time in a tobacco-free environment.
Eliminating tobacco use and reducing one’s exposure to
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secondhand smoke are critical to reducing tobacco-related
suffering, diseases, and death.
According to reports by the U.S. Surgeon General and
others, there is no safe level of exposure to environmental
tobacco smoke, which is capable of causing cancer.
Not long ago, the U.S. Department of Health and Human
Services called on all universities across the United States
to adopt smoke and tobacco-free policies. CDU now joins
over 1,000 other colleges and universities, and 33 other
Historically Black campuses, which are already smoke or
tobacco-free.
This initiative is about creating a healthy environment for
the many who learn, work, and visit our campus. Creating
a safe environment for our students, faculty, and staff is of
paramount importance. This policy does not require
smokers or tobacco users to quit. Indeed, we know that
many such individuals struggle with addiction and the
University is sensitive to this fact. However, smokers or
tobacco users are prohibited from smoking or using
tobacco on CDU property.
For more information, please contact, Chief Compliance
and Diversity Officer at 323-357-3684.
Financial Aid and
Scholarships
The Office of Financial Aid and Scholarships is located in
the Student Center. To reach the office, please call (323)
563-4824 or [email protected]
. Office hours are Monday
– Friday, 8:30 a.m. – 5:00 p.m.
Charles R. Drew University is committed to providing
information and guidance in obtaining financial aid
resources. Financial aid includes grants, scholarships,
loans, and part-time employment. The University offers a
combination of these types of aid from various sources in
an award package. Financial aid is awarded based upon
financial need. Eligibility for financial aid is established
through the Free Application for Federal Student Aid
(FAFSA). An application for financial aid does not affect a
student’s eligibility for admission.
CDU and External Scholarships
CDU Scholarships are designed to help alleviate the
financial burden of a health professions education.
Students are encouraged to apply for both CDU and
external scholarships and are encouraged to keep in mind
that even though some of the deadlines for the
scholarships have passed, many of them are annual
awards with the same deadline each year. If the
scholarship is a good fit for them, they should make note
of its deadline so they can apply the following year.
For CDU scholarship consideration, students will need to
submit a scholarship application along with supplemental
document(s). The CDU Scholarship Committee will review
scholarship application each semester that funding is
available. Students will be informed of their application
review by the Scholarship Committee.
Students can visit the CDU scholarships website for more
information on the application process as well as
scholarship opportunities,
https://www.cdrewu.edu/admissions/financial-
aid/Scholarships.
How to Apply for Financial Aid
There are just a few easy steps to follow when applying for
financial aid for the 2023-2024 academic year.
Complete the 2023-2024 Free Application for Federal
Student Aid (FAFSA) or a Renewal FAFSA. The FAFSA must
be completed online at www.fafsa.gov. Students must
ensure that they enter the Charles R. Drew University
Federal School Code 013653. The FAFSA is a FREE
application. Students should NOT PAY to have their FAFSA
completed. Students who are ineligible for Federal Student
Aid due to citizenship status are encouraged to complete a
California DREAM Application online at www.csac.ca.gov.
The Office of Financial Aid and Scholarships maintains the
right to request additional information as required to
process student applications, including income
verification, tax returns, non-taxable income certification,
verification of non-filing of tax returns, verification of
household size, number of family members in college,
amongst others. Specific questions about financial aid
should be referred to the Office of Financial Aid and
Scholarships. If additional information or documentation
is required, applicants will be contacted by email/writing.
The Office of Financial Aid and Scholarships will process
awards for all student applications upon successful
acceptance to the University and students will be emailed
a Financial Aid Eligibility Letter.
Eligibility
In order to receive federal financial assistance, students
must meet the following criteria:
• Student must be enrolled as a matriculated
student in an eligible academic program.
• Student must be a United States citizen, a
permanent resident, eligible non-citizen, a
citizen of the Federated States of
Micronesia, the Marshall Islands or a
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permanent resident of the Trust Territory of
the Pacific Island (Palau)
o Students who are ineligible for
Federal Student Aid due to
citizenship status can apply for a
Cal Grant by completing a California
DREAM Application online at
www.csac.ca.gov.
Verification
Federal verification requirements apply to the following
programs:
• Federal Pell Grant
• Federal Supplemental Educational Opportunity
Grant (FSEOG)
• Federal Work Study Program
• Federal Student Loan Programs
Applications selected for verification by the federal
process will require additional documentation.
The institution will continue to verify information
believed to be inaccurate and maintain the flexibility
to select additional information from applicants for
verification. If further documentation is required to
complete the financial aid application process, the
Office of Financial Aid and Scholarships will contact
students.
Types of Financial Aid Available
Federal Pell Grant
To be eligible, an applicant must be an
undergraduate student and demonstrate financial
need. The amount of the award, as determined by
the Federal Pell Grant Program, is in most cases
based on a previous year’s income and current
asset information provided in the application.
Federal Supplemental Educational Opportunity
Grant (FSEOG)
To be eligible, an applicant must be an
undergraduate student and demonstrate
exceptional financial need. Pell Grant recipients with
the lowest Expected Family Contribution (EFC) will
be considered first for a FSEOG. Just like Pell Grants,
the FSEOG does not have to be repaid.
Federal Work Study Program (FWSP)
The FWSP is a federal program that enables students
to earn part of their financial aid award through
part-time employment. To be eligible, a student
must meet the eligibility requirements for federal
financial aid and must maintain good academic
standing while employed under the program. This
program allows students to work a maximum of 20
hours per week.
Federal Direct Loans
Subsidized loans are based on financial need, and
interest accrued while the student is in school is paid
by the federal government. Unsubsidized loans are
available to students regardless of income and
assets and interest starts to accrue immediately.
Accrued interest on the unsubsidized loan is the
student’s responsibility and can be paid while in
attendance or postponed until after attendance has
ended. Students are advised to speak with the
financial aid office before applying for a subsidized
and/or unsubsidized loan.
For any specific guidelines, students are encouraged
to contact the Office of Financial Aid and
Scholarships at 323-563-4824.
Federal Direct Parent PLUS Loans for Undergraduate
Students (FPLUS)
These loans are government-insured loans that are
made to parents of dependent students. Parents
may borrow FPLUS up to the cost of education
minus other financial aid received during the years
the dependent student is an undergraduate.
Repayment is generally expected once the loan is
fully disbursed. However, parents may request a
deferment while the student is enrolled at least half
time and for an additional six months after the
student graduates, leaves school, or drops below
half-time enrollment.
Interest accrues from time of disbursement until the
loan is fully paid off. Borrowers of the FPLUS loan
may choose to pay the accrued interest or allow the
interest to be capitalized once repayment begins.
Federal Direct Graduate/Professional PLUS Loans for
Students (Grad PLUS)
Graduate and professional degree students are eligible to
borrow under the Grad PLUS Loan Program up to their
cost of attendance minus other estimated financial
assistance. The terms and conditions applicable to Parent
PLUS loans also apply to Graduate/Professional PLUS
loans. These requirements include a determination that
the applicant does not have an adverse credit history;
repayment begins six months after the last date of
attendance.
Private Loans
These loans are privately funded and are not based on
need, so no federal formula is applied to determine
eligibility. However, the amount borrowed cannot exceed
the cost of education minus other financial aid. Interest
rates and repayment terms vary and are generally less
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favorable than those provided through the federal lending
program. Private loans are used to supplement the federal
programs when the cost of education minus federal aid
still leaves unmet need.
Loan Notification/Right to Cancel
Except in the case of loan funds made as part of a Post-
withdrawal Disbursement, when Direct Parent PLUS or
Federal Direct Grad Plus loan funds are being credited to a
student’s account, the school must also notify the student
or parent in writing of the:
• Anticipated date and amount of the
disbursement;
• The student (or parent’s) right to cancel all or part
of the loan or disbursement.
This notification must be sent no earlier than 30 days
before, and no later than 30 days after crediting the
student’s account.
If the student, or parent, wishes to cancel any portion of
the loan or the disbursement, they must notify the Office
of Financial Aid and Scholarships within 14 calendar days
from the date of notification.
If the student wishes to cancel or return any portion of the
loan after the 14 days the student must return the funds
directly to the Department of Education (DOE) Direct Loan
Servicing Center at (800) 848-0979.
Loan Repayment
Repayment of Federal Direct Loans (subsidized and
unsubsidized) and Federal Direct PLUS loans for graduate
or professional students begin six months after either
graduation or student’s last date of at least half-time
attendance. Repayment of Federal Direct Parent PLUS
loans begins after disbursement. Borrowers have the right
to prepay their loans without penalty. Please check with
the Department of Education (DOE) for any specific
repayment plans.
Deferring Repayment
A deferment is a period during which repayment of the
principal and interest of your loan is temporarily delayed.
The following situations may allow students to defer
repayment:
• Study at least half time at an eligible school
• Attend an approved graduate program or
rehabilitation training program
• Participate in a medical internship or residency
program
• Be unemployed (up to three years)
• Show economic hardship (up to three years)
• During period of active military service during a
war, military operation, or national emergency
• During 13 months following the conclusion of
qualifying active duty military service, or until you
return to enrollment on at least a half-time basis,
whichever is earlier if
o You are a member of the National Guard
or other reserve component of the U.S
armed forces and
o You were called or ordered to active duty
while enrolled at least half-time at an
eligible school or within six months of
having been enrolled at least half-time
During periods of approved deferment, interest on a
Federal Direct Subsidized Loan borrower does not need to
make payments of principal, and the interest does not
accrue. For the Federal Direct Unsubsidized, FPLUS or Grad
PLUS borrower, principal repayment may be deferred but
interest continues to accrue and is capitalized or paid by
the borrower during that time.
Forbearance
A loan borrower or endorser may receive forbearance
from the Department of Education (DOE). The DOE decides
whether the borrower is willing but unable to make
scheduled loan payments. Forbearance is the temporary
cessation of payments, an extension of time for making
payments, or the temporary acceptance of smaller
payments than previously scheduled. Forbearance is
granted to medical or dental interns or residents for
limited periods of time. Interest accrues for Subsidized,
Unsubsidized, and PLUS loans during the forbearance
period.
Entrance and Exit Counseling
First-time Federal Direct Loan borrowers must complete
entrance counseling via www.studentloans.gov. Shortly
before graduating from or terminating enrollment at
Charles R. Drew University, borrowers must complete exit
loan counseling via www.studentloans.gov
. During exit
counseling, DOE may collect information from borrowers
including their permanent address, references, expected
employment and/or driver’s license number.
Refunds and Repayment
Students who withdraw or are approved for a Leave of
Absence from the University, may be expected to repay a
portion of their financial aid. According to a formula
prescribed by state and federal regulations, any
refundable amount used to pay tuition and fees is
returned to the appropriate financial aid sources. Students
may also be required to pay the unjustified portion of
assistance that was directly disbursed to them.
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Debt Management and Default Reduction
Charles R. Drew University is committed to helping
students achieve sound financial planning and debt
management. Information about loans, repayment options
and debt management strategies is available in the Office
of Financial Aid and Scholarships.
Financial Aid Disbursements
All financial aid is awarded for the academic year. It is
applied for the semester for which the student has
registered. If the student does not register, financial aid
will be cancelled for the semester.
Return to Title IV Funds Policy
Federal regulations prescribe the calculation of a student’s
eligibility for federal financial aid funds when the student
completely withdraws (officially or unofficially) from the
University during the semester.
Students who withdraw from all classes prior to
completing more than 60% of an enrollment term will
have their eligibility for aid recalculated based on the
percentage of the term completed.
Example
A student who withdraws completing only 30% of the term
will have “earned” only 30% of any Title IV aid received.
The remaining 70% must be returned by the school and/or
the student. The Office of Financial Aid and Scholarships
encourages students to read the R2T4 policy carefully
when thinking about withdrawing from all classes PRIOR to
completing 60% of the semester. When a student has
completed MORE than 60% of a term, 100% of Title IV
funds are earned.
The Office of Financial Aid Office and Scholarships will:
1. Run a bi-weekly R2T4 report to determine
students that may be subject to an R2T4
calculation.
2. Utilize the R2T4 on the web calculator to calculate
and manage the treatment of Title IV funds.
3. Make all adjustments to student disbursements in
the Department of Education’s Common
Origination and Disbursement (COD) system and
the CDU Student Billing System (PowerCampus)
via the CDU Financial Aid System (PowerFAIDS).
4. Communicate program refunds and amount to
the Finance Office via the “R2T4 on the Web”
worksheet.
5. Provide written notification to student as well as
maintain documentation within the students file.
After calculating the amount the student earned, there are
three possibilities:
• The amount disbursed = the amount earned
o No further action necessary
• The amount disbursed exceeds the amount
earned
o The unearned portion must be returned
to the Federal aid programs
• The amount disbursed is less than the amount
earned
o Post-withdrawal disbursement
Unearned Title IV aid shall be returned to the following
programs in the following order:
1. Unsubsidized Direct Loans (other than PLUS)
2. Subsidized Direct Loans
3. Direct Parent PLUS Loans
4. Direct Grad PLUS Loans
5. Pell Grants
6. SEOG
Written Notifications
The University will notify students as follows:
• Any credit balances
• The obligation to repay student loan(s)
• Must be completed as soon as possible, and no
longer than 30 days from date of determination
Satisfactory Academic Progress (SAP)
To be eligible for financial Aid funds at Charles R. Drew
University, a student must be making satisfactory
academic progress toward a degree or certificate. In order
to maintain eligibility for funds, students must maintain
both quantitative (number of credit hours) and qualitative
(grade point average) standings.
Financial Aid Satisfactory Academic Progress is defined as:
1. Maintaining a 2.0 semester and cumulative Grade
Point Average (GPA or higher (a qualitative
measure) for undergraduate students and 3.0
semester and cumulative GPA for graduate
students.
2. Successfully completing at least 67% of the course
load (credit hours) taken during enrollment in a
degree program (a quantitative measure).
Successful completion of a class or course is
defined as earning a grade of A, B, C, D or P.
Unsuccessful grades are W, F, I, U, or RD.
3. Completion of a program of study within 150% of
the average published program length.
Failure to meet ANY of the above standards will
result in a student being placed on financial aid warning,
probation or deemed ineligible.
When is Academic Progress Evaluated?
A student’s satisfactory academic progress is evaluated at
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the end of each semester (i.e., fall, spring or summer
semesters).
GPA Requirements
All students must maintain a cumulative GPA of 2.0 or
higher for undergraduate and a cumulative GPA of 3.0 or
higher for graduate. Failure to meet this requirement will
result in either Financial Aid Warning or Probation notice
being issued. If a student who was on probation status
fails to meet the standards, they will be placed on financial
aid suspension and will stay on suspension until the
required cumulative GPA is achieved.
Course Completion Requirements
A minimum of 67% of the credit hours taken must be
earned. For example:
If you enroll in:
You must complete:
15 Units
10 Units
12 Units
8 Units
9 Units
6 Units
6 Units
4 Units
Note: An F will not count as a completed course, but it will be calculated in
the semester GPA.
Example
Student is awarded funds for 12 credit hours for the fall
semester:
1. They must complete 8 credit hours and maintain
the required GPA to be making satisfactory
academic progress.
2. If the student completes only 6 credit hours and
maintains the required cumulative GPA, they
would be placed on financial aid probation or
suspension if a prior probation has been issued.
To re-establish eligibility, the student must enroll,
and successfully complete the required units for
the semester and maintain the required
cumulative GPA.
3. If the student completes all 12 credit hours, but
the cumulative GPA is less than a 2.0, they would
be placed on financial aid probation or suspension
if a prior probation has been issued. To re-
establish eligibility, the student must enroll, and
successfully complete the required units for the
semester and a cumulative GPA of 2.0 or better at
their own expense.
Complete Withdrawal Automatic Ineligibility
If during a semester as student completely withdraws from
the University or receives grades of W, F, U, or all
Incompletes, they will be placed on automatic financial aid
ineligible status. To re-establish eligibility, the student
must enroll and successfully complete the required units
for the semester and achieve the required cumulative
GPA.
Program Completion Timeframe
Students cannot receive financial assistance for periods of
enrollment beyond 150% of the normal published program
length (to be measured by all CDU credit hours
attempted), including any transfer work.
Example
Biomedical Sciences BS degree program is 120 units. The
maximum timeframe to complete the program would be
180 units attempted.
Students who cannot complete the program within the
maximum timeframe will no longer be eligible to receive
financial assistance.
Financial Aid Statuses Definitions
Failure to meet any of the Financial Aid Satisfactory
Academic Progress (SAP) standards will result in one of the
following notices being issued. Please remember that all
periods of enrollment must be measured, including ones
where the student may not have received financial aid.
Warning
A status a school assigns to a student who is failing to
make satisfactory academic progress. The school
reinstates eligibility for aid for one payment period and
may do so without a student appeal. This status may only
be used by schools that check SAP at the end of each
payment period and only for students who were making
SAP in the prior payment period.
Probation
A status a school assigns to a student who is failing to
make satisfactory academic progress and has successfully
appealed. Eligibility for aid may be reinstated for one
payment period.
Ineligible
Status of student that has failed a warning period and has
not appealed their status to be placed on probation or has
failed to meet requirements during a probation period.
At the end of each semester, a review will be made to
determine if a student completely withdrew, or received
grades of all W’s, F’s or all Incompletes. These students
will be automatically deemed ineligible and will be given a
written notice. A student placed in Ineligible status may
not receive further financial assistance until they meet the
minimum standards under the Financial Aid Satisfactory
Academic Progress Policy. A student who has been
deemed ineligible has the right to submit an appeal. Please
reference the appeals section below for more information.
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How to Re-Establish Eligibility
Students must enroll and successfully complete the
required units for the semester and achieve the required
cumulative GPA for their level of study.
Coursework earned at other institutions cannot be
considered for the purpose of removing an ineligible
status.
Once the required hours have been completed, and the
student has earned the required a cumulative GPA or
higher, the ineligibility can be removed. Students should
contact the Office of Financial Aid and Scholarships to
request a review of the course work.
Appeals
A student who has been denied financial aid because of a
failure to meet the Financial Aid Satisfactory Academic
Progress Standards may petition to the Office of Financial
and Scholarships. The student’s appeal must be in writing,
and supporting documentation regarding special
circumstances must be provided. Student appealing the
maximum timeframe (attempting more than 150% of the
published degree plan or having a prior degree) must
attach a degree plan completed by a CDU Academic
Advisor.
Appeals will be reviewed in approximately two to three
weeks after the submission of all grades for the current
term. Students are responsible for all educational
expenses while ineligible. The decision of the Financial Aid
Appeals Committee is FINAL.
Payment Periods and Disbursements
Award limits are generally connected to a period of time
and to units attempted. For instance, all of the programs
except Federal Work-Study (FWS) have a maximum
amount that can be awarded for an academic year or
award year. In most cases, awards from the Federal
Student Aid (FSA) programs must be paid in at least two
installments. For most programs, the amount and timing
of the payments is based on the academic terms or
payment periods in the program.
FSA program disbursements (except FWS payments) must
be made on a payment period basis.
Timing of Disbursements
Funds are applied after the end of the term’s Census date,
traditionally 4th or 5th week of the term.. If a student’s
award creates a credit balance on the student’s account,
the student will be given a tuition credit balance check or
direct deposit 7 – 14 days after the funds have been
applied.
Tuition Credit Balances
A credit balance occurs whenever a student has funds
credited to his/her account, which exceeds the total
amount of the student’s direct charges. Credit balances
are given directly to the student or parent in the form of a
check or direct deposit as soon as possible but no later
than 14 days after the date the funds were applied to a
student’s account. Regulations stipulate that a student’s
unpaid charges on their student account must be satisfied
before a credit balance can be processed.
Federal Regulations also require the University to
document that a student has begun attending classes in
order to be eligible for a credit balance. For this reason,
the Finance Office begins processing credit balances after
the census date has passed and attendance is confirmed.
Credit Balances from Educational Loans
All payments that are applied to a student account are
applied by priority based on the type of payment that is
received. Most scholarships and grants including
University aid are tuition specific, therefore, will be
applied to the student’s tuition charges before any
educational loans.
Students are encouraged to contact the Finance Office at
(323) 563-5824 concerning any of the following:
• Credit Balances from Monthly Payment Plans
• Credit Balances from Personal Checks
• Credit Balances from Credit Card Payments
• Credit Balances from Third Party Payments
Financial Aid awarded to students are based on the
accuracy of information supplied by and obtained about
the student. Therefore, under awards (student receiving
less financial aid than qualified for) or over awards
(student receiving more financial aid than qualified for)
may sometimes occur. The University reserves the rights
to rectify errors immediately after they are detected either
by increasing student awards in the case of under awards
or decreasing student future awards or obtaining refunds
in the case of over awards.
Other Sources of Financial Aid
Additional kinds of aid are available from other sources,
including, but not limited to:
• Veterans Educational Benefits
o Matriculated veterans may be eligible for
Veterans Educational Benefits. Veteran
students should contact the Office of
Registration and Records for details and
forms that need to be submitted for
certification.
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o Under Title 38 of the US Code, Charles R.
Drew University is approved for the
training of veterans and other eligible
persons. Information regarding eligibility
for these programs may be obtained by
calling (888) 442-4551 or by visiting
www.gibill.va.gov. The Office of
Registration and Records serves as the
certifying official for Charles R. Drew
University. Students should contact the
certifying official prior to their first
enrollment certification.
• Vocational Rehabilitation Assistance
o For details, please contact the Office of
Registration and Records at
• GI Bill®
o Eligibility for veteran and dependent
education benefits is determined by the
US Department of Veterans Affairs (VA).
• Yellow Ribbon
Students eligible for any of these benefits are encouraged
to apply early, as funds are limited. Contact the
appropriate off-campus agency for more details.
Registration and Records
The Office of Registration and Records is located in the
Student Center. To reach the office, please call (323) 563-
4838 or email [email protected]
. Office hours are
Monday –Friday, 8:00 a.m. – 5:00 p.m.
The Office of Registration and Records manages
registration via MyCDU, the University’s self-service
student information system. Procedures are explained to
students during orientation and in materials supplied by
the Office of Registration and Records. Students who
register late will incur a late fee. Students are encouraged
to be familiar with MyCDU self-service system in order to
reach their academic goals with ease and efficiency. The
following is the Registration Sequence:
• Submit a tuition deposit. (New Students)
• Meet with your advisors to select the appropriate
courses (new students are given instructions
during New Student Orientation on registration
through MyCDU).
• Register for courses during the Registration Period
(see Academic Calendar).
• Pay tuition and all other fees for the semester.
Registration is complete when all financial
obligations are satisfied.
Adding/Dropping Courses
During the academic semester, students may add or drop
courses within the Add/Drop periods detailed in the
Academic Calendar. Courses may not be added or dropped
after the Add/Drop deadline. If a student is unable to
submit registration changes online, s/he must visit the
Office of Registration and Records to add or drop a class.
Students are responsible for managing their registration
within published deadlines. Failure to drop a course in the
manner outlined will result in a failing grade.
Academic Advising
Students are encouraged to seek academic counseling
services from their faculty academic advisor. As a
fundamental and integral part of the educational process,
emphasis is placed on assisting students to grow and to
accept responsibility for their own actions.
Recognizing that each academic program is unique, the
primary responsibility of the counseling service is to
respect students’ individuality, ensure confidentiality,
encourage development and foster an environment in
which students can attain academic success.
The overall goal of academic advising is to promote
personal, educational and professional growth to
individuals within the student body and the surrounding
community.
Course Withdrawal
It is the student’s responsibility to withdraw from courses.
Students may withdraw from a course until the published
deadline to withdraw (see Academic Calendar). When
students withdraw from a course within the time period
specified in the Academic Calendar, a grade of “W” will be
entered. Course withdrawal will not be official until the
completed Add/Drop has been processed by the Office of
Registration and Records. The withdrawal must be
processed by the Registrar by the published deadline. It is
recommended that student meet with their Academic
Advisor prior to withdrawing from a course. Failure to
complete the withdrawal process will result in the
assignment of a failing grade. Withdrawal forms are
available from the Office of Registration and Records.
University Withdrawal
A student may request a complete withdrawal from the
University. Questions about the academic impact of
withdrawal should be directed to the Retention
Coordinator and Program Director or Dean.
Students who seek withdrawal from the University must
complete the formal withdrawal process. A petition form
must be submitted to the Office of Registration and
Records and the process completed before leaving the
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University. The Office of Registration and Records is the
designated office contact for students who wish to
withdraw. The submission of the withdrawal paperwork in
the Office of Registration and Records will serve as official
notification that the student is withdrawing from the
University. From this point, students will have 48 hours to
rescind, in writing, the withdrawal request. After 48 hours,
the Office of Financial Aid and Scholarships will be notified
to begin the withdrawal process. Once a student is
withdrawn from the University, they will need to follow
the readmission application procedure to apply for
reentry. It is recommended that students review this
policy prior to withdrawing from school.
Students who withdraw from all courses during a
semester, who drop all courses by the Add/Drop deadline
or do not register for courses by the Add/Drop deadline
will be withdrawn from the University using an
Administrative Drop Form, unless the student is on
approved leave.
When a student who received Federal Title IV financial aid
withdraws from the University, the unearned portion of
these awards may be returned to Federal Title IV financial
aid programs. Charles R. Drew University returns any
unearned portion of financial aid in accordance with
Department of Education federal guidelines. See the
Office of Financial Aid and Scholarships for more
information.
Students who withdraw from the University and decide to
return at a later date, must reapply for admission under
the degree requirements in effect at the time of
readmission. See Readmission policy.
Unofficial Withdrawal
Upon notification from the academic departments that a
student is no longer enrolled, or if the institution becomes
aware that the student is no longer attending, and the
student did not begin the official withdrawal process or
provide notification of their intent to withdraw, the date
of the institution’s determination that the student
withdrew, would be the date that CDU becomes aware
that the student ceased attendance or the last date of
academically related activity. The Office of Financial Aid
will be notified that the student is no longer enrolled and
the student’s information will be collected in order to
complete the Return of Title IV funds calculation to
determine the amount of federal financial aid the student
had earned.
Medical Withdrawals
Permission to drop courses for health reasons must be
requested in writing and supported by the student’s
physician and Program Director. Requests of this nature
must be presented to the student’s Program Director prior
to the final examination. Under no circumstances will a
medical withdrawal be considered after the final
examination has been taken. If a medical withdrawal is
approved, the student will receive a grade of “W” for each
course after the withdrawal date and before the last day
of the term.
Auditing Courses
Students must file an application in the Office of
Registration and Records to obtain permission to audit a
course. All audit requests must be filed by the Add/Drop
Deadline as published in the Academic Calendar and
students must submit the audit fee. No credit or grade will
be given for audited courses. Audited courses cannot be
repeated for a grade by registering for the course in a
subsequent semester and paying the full tuition and fees.
Auditor status cannot be changed to credit status. Non-
matriculated students may audit courses with approval of
the Program Director or Department Chair and the
instructor. Non-matriculated students are required to pay
the corresponding tuition and fees.
Cancelled Courses
Courses may be cancelled at the discretion of the
University. Students enrolled in a cancelled course will be
permitted to enroll in other open courses. Cancellation of
courses can occur through the end of the second week of
the term. Students who have a course(s) cancelled by the
University because of low enrollment are eligible for a full
refund of tuition paid for those courses.
Concurrent Enrollment
Petitions for concurrent enrollment are available in the
Office of Registration and Records. Petitions must be
authorized by the student’s Program Director or
Department Chair and are subject to the University
Transfer, Residency and Academic Load policies. Students
who register at other institutions and who have not
obtained advance approval may not be able to receive
credit for the concurrent enrollment.
Enrollment Certification
Certification of Enrollment letters will be provided to
students who do not have an outstanding financial
obligation to the University upon the student’s written
request. Forms are available in the Office of Registration
and Records. Issuance of Certifications of Enrollment may
take up to three business days and typically longer at the
beginning and end of a term.
Graduation Process
Students who expect to receive degrees and/or certificates
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must file a Graduation Application with the Office of
Registration and Records. The application must be filed
with the Office of Registration and Records by the deadline
of the semester PRIOR to the last semester of enrollment.
A degree audit will be conducted to verify program
completion. The degree audit will be provided to the
student and the student’s program so that advising can
take place leading to successful program completion.
Steps for Students
1. Meet with your advisor/program director to
complete Graduation Application. At that time,
your advisor/program director will complete a
degree audit to identify remaining program
requirements.
2. Forms are available in the Office of Registration
and Records and on the CDU website. The
Graduation Application must be received in the
Office of Registration and Records in the semester
prior to the final term of enrollment in order for
an initial degree audit to be conducted before the
Add/Drop period of the students’ final semester.
3. In the final semester of enrollment, all graduating
students must complete a Graduation Clearance
form and obtain appropriate departmental
signatures before receiving any degrees or
certificates. Furthermore, students who received
financial aid must participate in exit counseling
prior to obtaining a clearance signature from the
Office of Financial Aid and Scholarships. For more
details about exit counseling, see Financial Aid,
section of this Catalog. This clearance procedure
should be initiated 90 days prior to the last day of
school before graduation. Students who have
outstanding financial obligations to the University
will not receive degree or certificate verification
until the obligations have been satisfied.
Graduation Commencement Ceremony
Students who have completed all the requirements for
degree completion prior to the commencement ceremony
will be permitted to participate in the Spring annual
ceremony. Students who have completed all course
requirements and are working on their final project or
thesis, and/or who have four (4) credit units or less
remaining (11 credits or less for the College of Nursing and
Master of Science, Biomedical Sciences) toward
completion of their degree or certificate, may petition the
Office of the Registration and Records for permission to
participate in the commencement ceremony, but will not
receive their diploma until their degree is conferred. The
petition must be submitted, in writing, to the Office of
Registration and Records by May 1. The petition must
indicate the remaining credits that are needed for degree
completion and a plan that shows those credits will be
completed in the summer term following commencement.
This plan must be signed by the Program Director and be
submitted as part of the petition. Incomplete petitions will
not be accepted and will be returned to the student.
Petitions submitted after May 1 will not be accepted. The
petitions will be reviewed on a case-by-case basis by the
Registrar and Academic Dean, but under no circumstance,
will students with more than 4 credits toward completion
of their COSH academic program or 11 credit units
remaining toward the completion of their SON or Master
of Science, Biomedical Sciences academic program be
allowed to participate in the commencement ceremony.
Students in the Physician Assistant degree program and in
good standing during their clinical year who are eligible to
enter the final didactic Fall semester, may also participate
in the Spring ceremony. Students in the Post
Baccalaureate program do not participate in the
commencement ceremony.
The annual Commencement Ceremony is held at the end
of each Spring in celebration of the achievements of our
graduates. For more information, see the University
website at www.cdrewu.edu.
Holds
Holds prevent students from accessing services at CDU.
They may be placed on student records for a variety of
reasons and must be removed by the initiating office.
A student may have holds placed on the student record
that could affect registration, enrollment, financial aid,
campus services and/or release of degree for the following
reasons:
• Failure to comply with admission or academic
provisions.
• Failure to settle financial obligations with the
University.
A student who becomes subject to a hold action is given
advance notice and ample time to respond. Holds must be
released by the initiating office.
Transcripts
Unofficial Transcripts
Current students have access to their unofficial transcript
via the University’s Self-Service student information
system, MyCDU. Unofficial transcripts are not available for
alumni.
Official Transcripts
Official transcripts can be ordered online using our
transcript-printing partner— Parchment
. Standard
processing is five business days. Expedited processing
(next business day) is available for an additional fee.
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Overnight shipping via FedEx is also available for an
additional fee.
Transcript Fees (subject to change)
Electronic Transcript
$6.00
Transcript by mail w/ Postage (Domestic)
$8.50
Transcript by mail w/ Postage (International)
$11.00
Transcript for pick-up
$6.00
Additional Expedited Processing fee
$4.00
FedEx Overnight (Domestic)
$31.00
FedEx Overnight (International)
$53.50
College of Medicine students enrolled in the Drew/UCLA
Medical Education Program are enrolled at UCLA and may
request official transcripts from UCLA Registrar’s Office.
Note: No academic records will be released to any CDU
student or alumnus who has an outstanding financial
obligation to the University.
Family Educational Rights and Privacy Act (FERPA)
Charles R. Drew University of Medicine and Science is
committed to meeting the provisions established in the
Family Educational Rights and Privacy Act (FERPA), which
protects the rights of students who are enrolled or who
were previously enrolled in the University.
Definitions
For purposes of this policy only:
Student – Any person who enrolls or has been enrolled at
Charles R. Drew University. A student is considered
enrolled, for FEPRA purposes, if they are registered for a
class on the day of their first semester of enrollment.
Third Parties – Non-university persons or entities.
University – Hereafter in this document, a reference to
Charles R. Drew University of Medicine and Science.
University Official – University employees who have a
legitimate educational interest in the records.
Education Records – Any record (in handwriting, print,
tapes, film or other medium) maintained by Charles R.
Drew University, or an agent of the University, which is
directly related to a student, except:
1. A personal record kept by a staff member, if it is
kept in the personal possession of the individual
who made the record, and information contained
in the record has never been revealed or made
available to any other person except the maker’s
temporary substitute.
2. An employment record of an individual whose
employment is not contingent on the fact that
they are a student, provided the record is used
only in relation to the individual’s employment.
3. Records maintained by the University’s Student
Health Services, Personal Counseling Services or
Disability Resource Programs offices if the records
are used only for treatment of a student and
made available only to those persons providing
treatment.
4. Alumni records, which contain information about
a student after they are no longer in attendance
at the University and the records do not relate to
the person as a student.
Legitimate Educational Interest – A school official has a
legitimate educational interest in the protected education
records, a legal “right to know” if the official is:
1. Performing a task that is specified in their position
description or contract agreement related to a
student’s education; or related to the discipline of
a student.
2. Providing a service or benefit relating to the
student or student’s family, such as healthcare,
counseling, job placement or financial aid.
3. Maintaining the safety and security of the
campus.
4. Performs an institutional service or function for
which the agency or institution would otherwise
use employees consistent with FERPA (§
99.31(a)(1)(i)(B)
The custodian of record as designated in the
“Accountability” section, above, will determine whether a
legitimate educational interest exists, whether the school
official has a legal right to know, on a case-by- case basis.
When the custodian has any question regarding the
request, the custodian should withhold disclosure unless
the custodian obtains written consent from the student or
the concurrence of a supervisor or other appropriate
official that the record may be released.
Annual Notification
The University will notify currently enrolled students of
their rights under FERPA by publishing a notice in the
University Catalog and on the Charles R. Drew University
website.
Disclosure of Education Records to Student
A. Procedure of Students to Inspect Their Education
Records
To inspect or review an education record, a student must
submit a written request to the Registrar. If students wish
to inspect their student conduct records, the written
request must be submitted to the Dean of their respective
college or school. The student must sign the request;
describe the specific records to be reviewed; and must set
forth the name under which the student attended the
University; the student’s ID number; and the student’s last
date of attendance. Proper picture identification must be
presented before the documents may be reviewed. The
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custodian of record, or designee, may waive the
requirement for a written request. For example, the
custodian of record for the student account may waive the
requirement for a written request when the student
requests a copy of the current statement of tuition and
fees. Access to inspect educational records normally shall
be granted to the student no later than 15 working days
following the date of request from the student.
Some student records may no longer be retained and
therefore, the file may not exist for the student to inspect.
B. Right of University to Refuse Access
The University reserves the right to refuse permission to
the inspection and review of:
• Financial statements of the student’s parents;
• Confidential letters and confidential statements
placed in the education record after January 1,
1975 for which the student has waived the right of
access in writing for admission, employment or
receipt of an honor or honorary recognition,
except when these documents have been used for
any purpose other than that for which they were
originally intended; and
• Documents excluded from the FERPA definition of
education records (such as those listed in the
“Definitions” section above.)
C. Refusal to Provide Copies
The University reserves the right not to provide copies of
transcripts it has received from other education
institutions. It also reserves the right to deny copies of the
Charles R. Drew University transcripts if the student has an
unpaid financial obligation to the University.
D. Request for Copies
If health reasons or extreme distance from the University
prevents the student from inspecting the education record
in the office of the respective custodian of record, then
copies of the specific education record requested will be
mailed to the student. The student must pay all copying
expenses in advance of the release of the record. The
requirement of a written request will not be waived in
these circumstances.
Disclosure of Education Records to
Individual/Agency Other Than the Student to
Whom the Record Pertains
A. Disclosure of Education Records to University Officials
The University will disclose information from a student’s
education records to University officials who have a
legitimate educational interest in the records.
A University official has a legitimate educational interest if
the official is:
• Performing a task or service specified in the
official’s position description or contract;
• Performing an instructional task directly related to
the student’s education;
• Performing a task related to the discipline of a
student;
• Performing as a faculty advisor, Program Director,
Department Chair or Dean; (this pertains
exclusively to access to the student’s academic
records);
• Providing a service or benefit relating to the
student, including, but not limited to, healthcare,
counseling, job placement, financial aid or health
and safety emergency.
B. Disclosure to Others
Charles R. Drew University may disclose information from
a student’s education records to other than University
officials only with written consent of the student, except:
• To officials of another school where the student
seeks or intends to enroll;
• To certain authorized government
representatives;
• In connection with the student’s financial aid
request or award and the information is necessary
for certain purposes set forth in the regulations;
• To organizations conducting studies for or on
behalf of the University;
• To accrediting organizations to carry out their
accrediting function;
• To comply with a judicial order or lawfully issued
subpoena and the University has made reasonable
effort to notify the student of the order or
subpoena in advance of compliance;
• To appropriate parties in a health or safety
emergency;
• To victims of crimes of violence or of a non-
forcible sex offense who requests the final results
of a disciplinary review process held by the
institution against the perpetrator on account of
the crime or offense; or
• In connection with the University’s obligation to
respond to a request from military recruiters
made under the Solomon Amendment.
C. Records of Requests for Disclosure to Individuals Other
Than the Student or University Officials
A record will be maintained of all requests for access to
and disclosures of information from the education records
of each student except as stated below. The record will
indicate the name of the party making the request, any
additional party to whom it may be disclosed and the
party’s legitimate interest in requesting or obtaining the
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information. The record may be reviewed by the student.
A record of disclosures does not need be kept if those
disclosures were made to the student, a University official
with legitimate educational interests, a party with written
consent from the student, or a party seeking directory
information.
D. Directory Information
The University designates the following items as directory
information:
• Student’s name
• University assigned e-mail address
• Major field of study
• Dates of attendance
• Full-time or part-time status
• Degrees, awards and honors received
• Dates degrees conferred
• Participation in officially recognized activities.
Directory information may be released without prior
written approval unless notified in writing by the student
that all information is to be held in confidence by the
University. Requests to withhold directory information
should be sent in writing to the Registrar. The student’s
records will be kept confidential until the student requests
in writing that the confidentiality hold may be removed.
E. Challenge and Correction of Education Records
Students have the right to ask to have education records
corrected that they believe are inaccurate, misleading or in
violation of the privacy or other rights of the student. The
following are the procedures for correcting the records.
• The student must request an informal discussion
of the questionable item with the custodian of
record, who will determine whether to comply.
• If the student is not satisfied with the result and
still wishes to have the record corrected, the
student must submit a written request for a
change in the education record. This written
request must state why the education record is
inaccurate, misleading or violates the privacy or
other rights of the student. This request must be
given to the Provost. The Provost will then
forward the request to the appropriate University
designee for review.
• Upon receipt of the request, the University
designee shall obtain a written statement from
the records custodian that explains why the
request for the change in the education record
was denied at the informal stage.
• After a review, the University designee will notify
the student whether or not the University will
comply with the requested change. If not, the
designee will notify the student of the right to a
hearing to challenge the information believed to
be inaccurate, misleading or in violation of the
student’s rights. A copy of this communication will
be sent to the Provost.
• Upon receiving a written request for a hearing,
the Provost, or designee, shall arrange for a
hearing within thirty (30) working days after
receipt of the request. The student shall be
notified at least fifteen (15) working days in
advance of the date, time and place of the
hearing. The right to a hearing does not include
any right to challenge the appropriateness of a
grade determined by an instructor. The Provost’s
Office can apprise students of the appropriate
process for challenging a grade.
• The Provost shall appoint a hearing officer to
conduct a hearing. The hearing officer shall be a
disinterested party; however, the hearing officer
may be an official of the University. The student
will be afforded a full and fair opportunity to
present evidence relevant to the issues raised in
the original request to amend the student’s
education records. In accordance with University
policy, attorneys will not be permitted to attend
the hearing.
• The hearing officer will submit a written decision
to the Provost based on the evidence presented at
the hearing. The Provost’s Office will
communicate the decision in writing to the
student within fifteen (15) days after the hearing.
• If the University’s decision is that the challenged
information is inaccurate, misleading or otherwise
in violation of the privacy or other rights of the
student, the record will be amended accordingly
and the student will be notified in writing of the
amendment by the Provost.
• If the University’s decision is that the challenged
information is not inaccurate, misleading or in
violation of the student’s right of privacy, the
Provost will inform the student of the right to
place a statement in the record commenting on
the challenged information and/or a statement
setting forth reasons for disagreeing with the
decision. This statement will be maintained as
part of the education record as long as that record
is maintained, and the statement will be disclosed
whenever the University discloses the portion of
the record to which the statement relates. The
hearing officer’s decision is final.
F. Compliance with FERPA
A student has the right to file a complaint with the U.S.
Department of Education concerning alleged failures by
the University to comply with the requirements of FERPA.
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The name and address for the office that administers
FERPA is:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Ave. SW
Washington, DC 20202-4605
Student Conduct
The primary concern of Charles R. Drew University of
Medicine and Science (CDU) is the students, their growth
and development, and their experience while enrolled at
the University. CDU strives to provide for all students a
campus environment that is conducive to academic
achievement as well as social and individual growth. To
that end, policies, procedures, and guidelines governing
student behavior and the student’s relationship with the
University have been formulated into a student code of
conduct.
The CDU Student Code of Conduct is established to foster
and protect the core mission of the University, to foster
the scholarly and civic development of the University’s
students in a safe and secure learning environment and to
protect the people, properties, and processes that support
the University and its missions. All students are expected
to conduct themselves in behaviors that contribute toward
this end.
Enrollment at Charles R. Drew University of Medicine and
Science is considered implicit acceptance of these and
other policies applicable to students, all of which are
educational in nature and designed to help students
understand expectations and accept responsibility for
their own actions. The code applies to the on-campus
conduct of all students and registered student
organizations, including conduct using university
computing or network resources. The code also applies to
the off-campus conduct of students and registered student
organizations in direct connection with:
• Academic course requirements or any credit-
bearing experiences, such as internships, field
trips, study abroad, or student teaching;
• Any activity supporting pursuit of a degree, such
as research at another institution or a professional
practice assignment;
• Any activity sponsored, conducted, or authorized
by the university or by registered student
organizations;
• Any activity that causes substantial destruction of
property belonging to the university or members
of the university community, or causes or
threatens serious harm to the safety or security of
members of the university community; or
• Any activity in which a police report has been
filed, a summons or order for conduct or
indictment has been issued, or an arrest has
occurred for a crime of violence.
Students should also consult with their respective
academic department for conduct expectations specific to
their academic program.
Students are expected to comply with the University’s
Sex/Gender Discrimination and Sexual Harassment Policy
which prohibits misconduct based on an individual’s sex,
gender, gender identity or expression or sexual
orientation. Such misconduct includes, but is not limited to
sex or gender discrimination, sexual harassment including
violent acts of sexual assault, domestic or dating violence
and stalking. Specific procedures (not those under the
Student Code of Conduct) apply to the investigation,
resolution or adjudication of sexual harassment
complaints arising under this policy and Title IX of the
Education Amendments Act of 1972.
Student behavior that is not consistent with the Student
Code of Conduct is addressed through the Student Code
Procedures that are designed for the fair and equitable
investigation and resolution of formal complaints.
The University reserves the right to administer the Code
and proceed with the hearing process even if the student
withdraws from the university, is no longer enrolled in
classes, or subsequently fails to meet the definition of a
student while a disciplinary matter is pending.
Students are subject to local, state, and federal laws while
at the University, and violations of those laws may also
constitute violations of CDU’s Code of Conduct. In such
instances, the University may proceed with university
disciplinary action under the Code of Conduct
independently of any criminal proceeding involving the
same conduct and may impose sanctions for violation of
the code even if such criminal proceeding is not yet
resolved or is resolved in the student’s favor.
Any student found to have engaged, or attempted to
engage, in any of the following conduct while within the
University’s, or its on or off-campus program or activity,
will be subject to disciplinary action by the University.
Attempt shall be defined as conduct that, if successful,
would constitute or result in the prohibited conduct. Any
student who abandons an attempt or prevents the
prohibited conduct from occurring under circumstances
that demonstrate a complete and voluntary renunciation
of the prohibited conduct will not be subject to disciplinary
action by the University. A student’s participation or
facilitation of an act that violates the Code of Conduct may
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also be held responsible for such acts under the Code.
Any activity that compromises the academic integrity of
the University or disrupts the educational process is
subject to the Student Code of Conduct. Examples of
academic misconduct include, but are not limited to:
• Cheating, plagiarism, or other forms of academic
dishonesty that are intended to gain an unfair
academic advantage, including violations defined
within the University’s Academic Dishonesty
Policy.
• Furnishing false information to a University
official, faculty member, or campus office.
• Forgery, alternation, or misuse of a University
document, key, or identification instrument.
• Misrepresenting oneself to be an authorized
agent of the University or one of its auxiliaries.
• Unauthorized entry into, presence in, use of, or
misuse of University property.
• Willful, material, and substantial disruption or
obstruction of a University-related activity, or any
on-campus activity.
• Participating in an activity or conduct that
substantially and materially disrupts the normal
operations of the University, or infringes on the
rights of members of the University community.
• Willful, material, and substantial obstruction of
the free flow of pedestrian or other traffic, on or
leading to campus property or an off-campus
University-related activity.
• Disorderly, lewd, indecent, or obscene behavior at
University-related activities/events and/or
education program directed toward a member of
the University community.
• Conduct that threatens or endangers the health or
safety of any persons within or related to the
University community, including physical abuse,
threats, intimidation, harassment, or sexual
misconduct when the University’s Sex/Gender
Discrimination and Sexual Harassment Policy does
not apply.
See also the Policy on Bullying and Anti-Harassment.
• Hazing or conspiracy to haze. Hazing is defined as
any method of initiation or pre-initiation into
student organization or student body, whether or
not the organization or body is officially
recognized by an educational institution, which is
likely to cause serious bodily injury to any former,
current, or prospective student of any school,
community college, college, university, or other
educational institution in the state of California
(CA Penal Code 245.6), and in addition, any act
likely to cause physical harm, personal
degradation or disgrace resulting in physical or
mental harm, to any former, current, or
prospective student of any school, community
college, university or other educational institution.
The term “hazing” does not include customary
athletic events or school sanctioned events.
• Use, possession, manufacture, or distribution of
controlled substances or drug-related
paraphernalia (except as expressly permitted by
law and University regulations) or the misuse of
legal pharmaceutical drugs while on campus or at
a University-related activity. Marijuana is a
controlled substance under the Federal Controlled
Substances Act (FCSA) which generally
criminalizes its possession or distribution and as a
recipient of federal funding, CDU complies with
the FCSA.
• Use, possession, manufacture, or distribution of
alcoholic beverages (except as expressly
permitted by law and University regulations), or
public intoxication while on campus or at a
University-related activity.
• Theft of property or services from the University
community, or misappropriation of University
resources.
• Unauthorized destruction or damage to University
property or other property in the University
community.
• Possession or misuse of firearms or guns, replicas,
ammunition, explosives, fireworks, knives, other
weapons, or dangerous chemicals (without the
prior authorization of the campus president) on
campus or at a University-related activity.
• Unauthorized recording, dissemination, or
publication of academic presentations (including
handwritten notes) for a commercial purpose.
• Misuse of computer facilities or resources,
including:
o Unauthorized entry into a file, for any
purpose
o Unauthorized transfer of a file
o Use of another’s identification or
password
o Use of computing facilities, campus
network, or other resources to interfere
with the work of another member of the
University community
o Use of computing facilities and resources
to send obscene or intimidating and
abusive messages
o Use of computing facilities and resources
to interfere with normal University
operations
o Use of computing facilities and resources
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in violation of copyright laws
• Violation of a CDU computer use policy.
• Violation of any published University policy, rule,
regulation, presidential order, or federal, state
and local laws.
• Failure to comply with directions, or interference
with any University official or public safety officer
while acting in the performance of his/her duties.
• Any act chargeable as a violation of a federal,
state, or local law that poses a substantial threat
to the safety or well-being of members of the
University community, to property within the
University community or poses a significant threat
of disruption or interference with University
operations.
• Inciting or participating in riotous behavior with
the purpose to commit or incite action that
presents a clear and present danger to others,
causes physical harm to others or damages
University property or property of University
community members.
• Using electronic or other means for recording
images without others’ prior knowledge and in a
location where there is a reasonable expectation
of privacy. The storing, sharing and/or distribution
of such unauthorized images is also prohibited.
• Violation of the Student Conduct Procedures,
including:
o Falsification, distortion, or
misrepresentation of information related
to a student discipline matter.
o Disruption or interference with the
orderly progress of a student discipline
hearing.
o Initiation of a student discipline
proceeding in bad faith.
o Attempting to discourage another from
participating in the student discipline
matter.
o Attempting to influence the impartiality
of any participant in a student discipline
matter.
o Verbal or physical harassment or
intimidation of any participant in a
student discipline matter.
o Failure to comply with the sanction(s)
imposed under a student discipline
proceeding.
o Encouraging, permitting, or assisting
another to do any act that could subject
him or her to discipline. See also the
policy on Bullying and Anti-Harassment.
Student Responsibility
Students admitted into Charles R. Drew University assume
an obligation to behave in a manner compatible and
consistent with the function of the University as an
educational institution. The following sections outline the
University’s expectations relating to student responsibility
and performance, which should be taken to include
academic integrity as well as professional and ethical
behavior.
• Students must uphold the University and/or
College/School rules and regulations regarding
examination behavior, fabrication of information,
plagiarism and other types of academic
dishonesty as described above.
• Students must refrain from obstructing or
disrupting teaching, administration or other
University activities, including the work of the
University’s public service functions.
• Students must work with the institution in
discouraging negative behavior among peers by
informing classmates of appropriate conduct and
behavior.
• Students must conduct themselves with the
professionalism expected of clinicians dealing with
patients, families, colleagues, other healthcare
workers, and the public.
• Students must maintain the confidentiality of
patient, personal, or education records and
information derived from such records, and
adhere to the standards of record keeping.
Title IX
Title IX of the Education Amendments Act of 1972 (20
U.S.C. § 1681) is a federal law that prohibits
discrimination, which includes harassment based on the
sex in educational institutions that receive federal financial
assistance. . Sexual violence, including domestic or dating
violence and stalking are viewed under the law as a form
of sexual harassment.
Title IX states, “No person in the United States shall, on
the basis of sex, be excluded from participation in, be
denied the benefits of, or be subjected to discrimination
under any education program or activity receiving federal
financial assistance” (20 U.S.C. § 1681).
As a matter of policy, Charles R. Drew University of
Medicine and Science does not discriminate on the basis
of sex, gender, gender identity or expression, or sexual
orientation in its education programs or activities. CDU is
committed to creating and sustaining an educational and
working environment where individuals can meet their
University objectives equitably and without regard to sex,
gender, or sexual orientation. The University’s
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Sex/Gender Discrimination and Sexual Harassment Policy
(Policy) describes the rights and responsibilities of
individuals to maintain an equitable and inclusive
environment.
Title IX Pregnancy, Childbirth and Related
Protections
Title IX prohibitions against sex discrimination includes
protections for students related to pregnancy, childbirth,
or related conditions and includes lactation. University
policy protections include:
1. Provide lactating parent a clean, private and safe
space to express milk in a location suitable to
facilitate lactation including electrical outlets and
seating. A restroom is not a lactation space,
however a lounge area adjacent or adjoining a
restroom, may be a lactation space.
2. Allow pregnant or parenting student to continue
in any education program or activity without
presumption that their pregnancy or parenting
status requires exclusion.
3. Provide the student with reasonable
accommodation, and/or leave of absence in the
same manner as required of students temporarily
disabled unrelated to pregnancy, including any
requirement for medication certification. If
medical certification is required for an
accommodation or leave, any determination will
be based on information from the student’s
physician/care provider as submitted by student.
In certain instances, a pregnancy or childbirth
related condition may be a disability under the
Americans with Disabilities Act (ADA) entitling the
student to reasonable accommodations.
4. Maintaining the confidentiality and/or privacy of
medical and educational records related to a
student’s pregnancy, childbirth or related
condition(s).
5. Upon return to school after any pregnancy-related
absence, having the same academic status and
that existed at the time of leave.
Information regarding the lactation space can be directed
to:
Title IX Coordinator
Email: [email protected]
Telephone: (323)357-3684
Office of Student Life
Email: [email protected]du
Telephone: (323) 563-4806
Sexual Harassment
Sexual Harassment is prohibited conduct. Sexual
Harassment prohibited under this Policy, includes a
range of unwelcome sexual conduct, including verbal
and physical sexual harassment, sexual assault, rape or
fondling as examples.
Domestic violence, dating violence, and stalking, that is
generally (though not exclusively) sex or gender-based is
also considered sexual harassment.
Sexual Harassment
• Sexual harassment is defined in Policy as: An
employee conditions aide benefits, or service on
an individual’s participation in unwelcome sexual
conduct (e.g. quid pro quo harassment);
• An employee, student or third party engages in
unwelcome conduct determined by a reasonable
person to be so severe, pervasive and
objectionably offensive that is effectively denies a
person equal access to the recipient’s education
program or activity.
To avoid the possibility or appearance of quid pro quo
sexual harassment, employees and students should avoid
dating, romantic, or amorous relationships where a power
differential exists. Examples of such relationships include,
but are not limited to, a professor or teaching assistant
involved in a relationship with their student, or a
supervisor involved in a relationship with a subordinate
student employee. As a general rule, dating, romantic, or
amorous relationships should not be entered into or
continued while one individual in the relationship has the
power to either reward or penalize the other in their
employment or academic performance or in any way have
influence over whether to award or penalize the
individual.
1. Examples of conduct that may constitute sexual
harassment based on standards of severity/pervasiveness
include but are not limited to:
• Sexually suggestive or offensive joking, flirting, or
comments
• Unwelcome and intentional touching
• Sexually oriented verbal abuse
• Sexually oriented comments about an individual's
body
• Displaying objects or pictures that are sexual in
nature
• Sending sexually explicit or offensive text
messages or other communications
The fact that someone did not intend to sexually harass an
individual is generally not a defense to a complaint of
sexual harassment. In most cases, determining whether
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the behavior is unwelcome is based on an objective
standard, or whether a reasonable person, in the
complainant’s position, would find the conduct
objectionably offensive. Unwelcome sexual conduct that is
mildly offensive and isolated, incidental, or sporadic may
not rise to the level of sexual harassment under Title IX or
Title VII, however, it may still be considered sexual
harassment in violation of the Student Code of Conduct.
2. Sexual Violence, Domestic Violence, Dating Violence,
and Stalking
Sexual assault is a form of sexual harassment and refers to
physical sexual acts perpetrated against a person who has
not consented or who is incapable of giving consent.
Consent is a conscious, affirmative and voluntary
agreement to engage in sexual activity and is determined
by all the relevant facts and circumstances. Consent
cannot be given by someone who is incapacitated for any
reason (e.g., because of the accuser’s age, disability,
unconsciousness, or use of drugs or alcohol). Additionally,
consent cannot be implied by silence, the absence of
resistance, or past consent with the same or another
person. Even if a person has given their consent to engage
in sexual activity, consent to engage in further sexual
activity can be withdrawn at any time. Consent is invalid
where it is given under coercion, force, or threats.
Examples of sexual violence include, but are not limited to,
rape, sexual assault, sexual battery, and sexual abuse.
Such acts of sexual violence, in addition to being criminal
offenses prohibited under the California Penal Code, also
constitute conduct prohibited under CDU policy.
Domestic violence, dating violence, and stalking are
likewise criminal offenses under the California Penal Code
and are also considered Sexual Harassment prohibited
under University policy, even when the criminal behavior
is not specifically sexual in nature. The following
definitions are provided for guidance but should not
prevent any person from reporting conduct they believe
constitutes sexual harassment.
Domestic Violence
Domestic violence is violence relating to a spouse or
former spouse, cohabitant or former cohabitant, or
someone with whom the individual making the complaint
(Complainant) has a child in common that intentionally, or
recklessly causes harm or injury to the Complainant or
another or places the Complainant or another in
reasonable fear of their bodily harm or other injury. This
includes students who are married, co-habitants or
otherwise within a domestic relationship applicable
herein. Actions related to domestic violence includes the
enforcement of domestic relations or restraining orders
involving married or cohabiting students.
Dating Violence
Dating Violence is violence perpetrated by a person who is
or has been in a romantic or intimate relationship with the
Complainant that intentionally, or recklessly causes harm
or injury to the Complainant or another or places the
Complainant or another in reasonable fear of their of
bodily harm or other injury. Actions related to dating
violence includes the enforcement of restraining orders
involving students.
Stalking
Stalking is a repeated course of conduct such as following,
harassing or intimidating a person that is motivated by a
romantic or sexual interest in the person, so that they
have a reasonable fear for their personal safety or the
safety of others.
Reporting Incidents
All persons are encouraged to and may voluntarily report
incidents of sex or gender discrimination and sexual
harassment that they become aware of to the Title IX
Coordinator. The Title IX Coordinator oversees sex/gender
complaints and coordinates the university’s response
through resolution.
State law imposes additional reporting obligations related
to sexual abuse of a minor child under the University’s
Mandated Reporter Policy.
https://www.cdrewu.edu/about-cdu/policies-and-
procedures
In order to protect their own and others’ safety,
individuals who believe they have been subjected to
sexual harassment should make a report even if they have
simultaneously been involved in other violations of
university policy, such as use of alcohol or drugs.
Violations of University policy do not make a victim at fault
for sexual harassment, including acts of violence.
Violations of other University policies or Conduct Codes
may be addressed separately from the sexual misconduct
allegation.
Individuals who believe they have been subjected to sex or
gender discrimination including harassment that is not
involving violence, may seek to resolve the issue under the
informal resolution provisions of the Sex/Gender
Discrimination and Sexual Harassment policy and related
Procedures. Individuals may also report the issue under
the formal resolution provisions provided therein.
Individuals who believe they have been victims of sexual
violence, or those who have suffered severe, pervasive,
and unwelcome sexual harassment should always come
forward and make a report under the formal resolution
provisions.
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Where to Report
Allegations of misconduct should be reported to the Title
IX Coordinator by email at [email protected]
or via the
Title IX web page
https://www.cdrewu.edu/compliance/titleIX. In person
reports or inquiries can be made to the Compliance/Title
IX Office on campus in COBB 242, or by calling (323) 357-
3684.
In addition, individuals may submit reports, including
anonymous reports, through MySafeCampus®, the
University’s 24-hour independent hotline provider, by
telephone at 1.800.716.9007, or by submitting information
online at http://www.mysafecampus.com/
.
Confidential Reporting and Support Services
Student Health and Wellness is available to provide
counseling and other supportive services to students. This
includes individuals who allege they have been subjected
to conduct prohibited under the University’s Sexual
Harassment Policy as well as any person accused of the
prohibited conduct. Students can speak with a
psychologist or counselor who can keep the discussion in
confidence and without the duty to report the allegations
to the Title IX Coordinator or other University
administrators.
The Title IX Coordinator and the Student Health and
Wellness Unit can provide external resources and supports
related to sexual assault, dating and domestic violence
that are reasonably available.
Procedural Rights
Individuals who are making complaints (Complainants) or
responding to a complaint (Respondent) will be provided an
explanation of their rights and options set forth in the
Sexual Harassment Grievance Procedures that include:
1. Procedures about preserving evidence, reporting
the offense, and obtaining protective orders in
cases of sexual or domestic violence.
2. Information about how confidentiality will be
protected.
3. Existing confidential resources and supportive
measures such as counseling, health, mental
health, victim advocacy, and other services
available for victims, both within the University
and in the community.
4. Procedures for institutional fair and impartial
investigations and grievance procedures,
including, absent an admission, the presumption
that the Respondent is considered not responsible
for the alleged prohibited conduct until an
adjudication of the matter and determination by a
hearing officer, makes such a determination.
5. The right to an advisor and to question all parties
and witnesses at a live in-person hearing or one
that is virtual but within the same location when
permissible.
6. Rights related to the appeal of a hearing officer or
panel decision or due to the dismissal of a formal
complaint.
7. Possible sanctions or protective measures the
university may impose following a final
determination of an institutional disciplinary
procedure.
Incidents of discrimination or harassment that pertain to
of race, color, national or ethnic origin, ancestry, sex
including pregnancy or childbirth (and related medical
conditions), gender, gender identity, gender expression,
sexual orientation, age, religion, marital status, physical or
mental disability, medical condition, military or veteran
status, or any other personal characteristic protected by
university policy, federal or state law will be addressed
under the Student Conduct Procedures and can be
reported to:
Director of Student Life
Office of Student Life
CDU Student Center
Email: [email protected]
Telephone: (323) 563-4806
Director of Human Resources
Department of Human Resources
Cobb 2nd Floor
Email: [email protected]
Telephone: (323) 563-9318
Inquiries or complaints regarding discrimination and
harassment can also be made to the University’s
Compliance, EEO and Diversity Officer as follows:
Compliance, EEO and Diversity Officer
Office of Compliance
COBB Room 242
(323) 357-3684
MySafeCampus Alert Line:
Website: www.mysafecampus.com
Telephone: (800) 716-9007
Reports to MySafeCampus can be anonymous. However,
anonymous reports may not prompt an investigation or
enable the University to initiate some other redress of the
matter if insufficient information is provided, anonymity is
not permitted under a procedural process, or anonymity
creates a significant impediment to the resolution process.
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Retaliation
Retaliation or intimidation against an individual, or
someone closely associated with the individual who has
made a report or provided information in connection with
an investigation of discrimination or harassment is strictly
prohibited. Retaliation is any adverse action taken against
an individual because they have engaged in a legally
protected action opposing prohibited conduct or
participating in a proceeding if the adverse action is
reasonably likely to deter the person or others from
pursuing their rights. Similarly, intimidation is any adverse
action or threat of action reasonably likely to prevent or
dissuade an individual from making a report or providing
information in connection with a sexual misconduct
investigation. Individuals who participate in a sexual
harassment investigation will be advised that University
policy and federal or state law prohibit retaliation against
them or against individuals closely associated with them
and should be assured that the University will take steps
to prevent retaliation and will take strong responsive
action to any act of retaliation of which it becomes aware.
Non-Discrimination Policy
Charles R. Drew University of Medicine and Science does
not permit discrimination or harassment in its programs or
activities on the basis of race, color, national or ethnic
origin, sex including pregnancy or childbirth (and related
medical conditions), gender, gender identity, gender
expression, sexual orientation, age, religion, marital status,
physical or mental disability, membership in the uniformed
services, or any other personal characteristic protected by
university policy, federal or state law. This policy applies to
the University’s programs and activities both on and off-
campus, which includes any programs or activities outside
of the United States. Anyone who believes they have been
subjected to discrimination or harassment is encouraged
to promptly report the incident as follows:
Reporting Sex or Gender
Discrimination/Harassment
Alleged misconduct related to sex discrimination, sexual
harassment, sexual assault, domestic or dating violence or
stalking are reported to:
Title IX Coordinator
Office of Compliance
1731 E. 120th Street, Room 242
(323) 357-3684
Email:[email protected]
or Via CDU Website:
https://www.cdrewu.edu/Compliance/TitleIX
Individuals can also file complaints of sex discrimination or
harassment with the Office of Civil Rights, which is the
federal agency that oversees Title IX compliance at:
Office of Civil Rights
US Department of Education
50 United Nations Plaza
San Francisco, CA 94102
(415) 486-5555
OCRSanFrancisco@ed.gov
Campus Safety Office
If you are in danger or subject to immediate harm call 911.
The Campus Safety Office can be reached as follows:
(323) 563-4918 (Weekdays 8am-5pm)
(323) 326-4859 (Weekdays after 5pm and weekends)
Student Complaints to External Agencies
In addition to internal avenues for students to file appeals,
grievances, or reports of misconduct, students have
external options for filing formal complaints, including
with the regional accreditor of the institution and the
higher education consumer protection agency of the state
of California. These external regulatory agencies recognize
students as consumers, and irrespective of the complaint
venue pursued, students may raise concerns and must be
able to make reports either internally or externally without
fear of reprisal.
Inquiries or complaints of sex/gender discrimination or
sexual harassment can be filed directly with the Office of
Civil Rights, the federal agency that oversees Title IX
compliance at:
Office of Civil Rights
US Department of Education
50 United Nations Plaza
San Francisco, CA 94102
(415) 486-5555
OCRSanFrancisco@ed.gov
WASC Senior College and University Commission (WSCUC)
WSCUC is the regional accreditation agency that oversees
the University on behalf of the US Department of
Education. WSCUC requires that higher education
institutions maintain appropriate student grievance and
complaint policies and procedures that are reasonable,
well publicized, and administered fairly and consistently.
The agency has two means for receiving comments from
students, employees and members of the public about its
member institutions. 1. Complaints must draw into
question a member institution’s adherence to one or more
of the Standards of Accreditation or policies with adequate
supporting materials. 2. Third-Party Comments are more
general in nature, may be submitted with limited
expectation of confidentiality, and do not invoke a legally
required procedure, permitting the agency staff discretion
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regarding the manner in which such comments are
processed.
https://www.wscuc.org/content/complaints-
and-third-party-comments-policy.
The Bureau for Private Postsecondary Education (BPPE)
BPPE is the consumer protection agency for higher
education institutions in the state of California. Students
may contact the bureau for review of a complaint in the
event that they believe an institution's administrative
processes or educational programs are compromised and
not up to required minimum standards. Anyone may file a
complaint with the BPPE if they believe an approved
institution has violated the laws governing operation of
higher education institutions. The state agency may be
contacted at:
Bureau for Private Postsecondary Education
1747 North Market Blvd., Suite 225
Sacramento, CA 95834
Phone: (916) 574-8900
Toll Free: (888) 370-7589
Main Fax: (916) 263-1897
Course Recordings
The University prohibits the unauthorized use and selling
of lecture notes, or any technological form for derivative
of such activity.
Students are not permitted to record, publish or distribute
a recording made in any course, without the written
permission of the instructor or presenter and the Provost.
A recording refers to any medium including video
recording, voice recording, and typed or handwritten
lecture notes. For students, exceptions are limited to the
following instances:
• Individuals with an approved Disability Services
accommodation to utilize recordings, can do so
according to the directives in their
accommodation letter. This may include an
agreement to destroy or surrender the recordings
at the end of the course; not tape or otherwise
record sensitive information during course
discussions/presentations, or other reasonable
parameters which would not interfere with the
purpose and ability to provide access to the
curriculum.
o Instructor’s right to privacy and/or
concern regarding their intellectual
property rights do not negate the
student’s right to accommodation under
University policy in accordance with
federal and state law.
• Individuals enrolled or with approval to audit a
course, may share lecture notes for non-
commercial purposes reasonable arising from
participation in the course, such as for group
study or projects.
When a recording in any form, includes the audio or visual
images from the course, the rights of the instructor and
class participants should be considered. Care must be
taken to not capture information that personally identifies
other students enrolled in the course in a manner that
may violate their right to privacy. Additionally, there may
be instances when it is necessary to protect the copyright
of course materials presented by a faculty member or
guest lecturer. In some instances, permission from these
parties may be necessary before any recording,
distribution, publication, or communication occurs. The
Division of Academic Affairs and Office of General Counsel
will assist with such matters.
Tuition and Fees
Tuition and Fees will vary with the particular College,
curriculum, and courses in which a student enrolls.
Students can expect to pay the following tuition:
Certificate Programs
Program
Tuition ($)
Computed Tomography Certificate (CDU Alumni)
$1,700.00
Computed Tomography Certificate (Non-CDU Alumni)
$2,200.00
Computed Tomography Certificate
(CDU Second year students, clinicals only)
$700.00
Undergraduate Programs
Program
Full-Time* Tuition
Per Semester ($)
AS, Radiologic Technology (Continuing)
$7,000.00
AS, Radiologic Technology (New Student)
$7200.00
BS, Biomedical Sciences
$9,400.00
BS, Psychology
$9,400.00
BS, Public Health
$9,400.00
Pre-Nursing/ Pre-Health
$8,700.00
BSN, Nursing
$11,200.00
RN to BSN
$7,600.00
Post Baccalaureate, Certificate
$12,900.00
*Tuition as stated is per semester at full-time (12 or more units). Undergraduate
students enrolled for 6-11 units are charged 50% the full-time rate. Undergraduate
students enrolled for 1-5 units are charged 25% the full-time rate. Students may
take more than 18 units with the permission of the program director or advisor.
Graduate Programs
Program
Full-Time† Tuition
Per Semester ($)
Doctor of Nursing Practice
$9,800.00
MSN, Family Nurse Practitioner
$15,100.00
NP-C, Family Nurse Practitioner, Certificate
$12,200.00
NP-C, Family Nurse Practitioner, Certificate
(ELM
Alumni)
$10,800.00
MSN, Psychiatric Nurse Practitioner
$14,200.00
NP-C, Psychiatric Nurse Practitioner, Certificate
$11,900.00
MSN, Psychiatric Nurse Practitioner (ELM Alumni)
$10,700.00
MSN, Entry-Level Masters, Nursing
$15,900.00
MS, Biomedical Science
$11,800.00
MPH, Public Health (Continuing)
$9,200.00
MPH, Public Health (New Student)
$9,300.00
MSHS, Physician Assistant (Students who entered
$12,900 .00
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CDU Fall 2021)
MSHS, Physician Assistant
(Students who entered
CDU Fall 2022)
$12,200.00
MSHS, Physician Assistant (New Students)
$16,700.00
†Tuition as stated is per semester. Graduate students enrolled for 6-8 units are
charged 50% the full-time rate. Graduate students enrolled for 1-5 units are
charged 25% the full-time rate. Students may take more than 18 units with the
permission of the program director or advisor.
University Fees
*
Application Fees
Fee ($)
Graduate Programs (based on application platform)
Varies
Non-Matriculated Enrollment
$50.00
Transaction Fees
Fee ($)
Late Registration Fee (per occurrence)
$50.00
Installment Financing Fee
$35.00
Course Audit Fee (per class)
$35.00
Student ID Card Replacement Fee
$10.00
Petition to Challenge Nursing Prerequisite
$180.00
Challenge Exam Fee
$35.00
UNVS/Report in Progress “RP”
$100.00
Student Health Insurance
See Student
Health Insurance
Official Transcripts
See Official
Transcripts
Student Health Insurance
In keeping with the University’s mission to eliminate
healthcare disparities by providing access to and delivery
of healthcare services, Charles R. Drew University requires
that all full-time students maintain adequate personal
health insurance coverage during their entire educational
career at the University. Students who maintain adequate
healthcare insurance through other sources may apply for
a waiver of CDU’s Student Health Insurance from the
University’s insurance provider.
Student Health Insurance Annual Fee (2023 – 2024)
Undergraduate Student Fee
$2,715.00
Graduate/Professional Student Fee
$3,624.00
*Rates negotiated at time of publication (subject to change). A nominal, non-
refundable processing fee applies.
Payment Due Dates
All Tuition and Fees are due in full by the end of add/drop
period. A student who has a remaining balance after all
eligible financial aid has been applied to their tuition and
fees must either make a full payment at the time of
registration or have established an approved Tuition
Installment Plan by that time. Either if there can be done
in the Finance Office.
Students whose payments have not been received or
payment plan established in the Student Finance Office by
the end of the 6th week of the semester will be withdrawn
from registered courses, and lose access to CDU resources
such as Blackboard and the Health Sciences library. You
will also be unable to register for the next academic term.
Non-matriculated students must make full payment at the
time of registration. Non-matriculated students, whose
payments have not been received in the Student Finance
Office prior to the end of the Add/Drop period, will be
dropped from registered courses.
Financial Aid is normally disbursed in the 4th week of
classes. Disbursement of aid will only take place once your
financial file is complete.
Students with unpaid account balances will have a hold
placed upon their University records until the balances are
resolved. Students with account holds will not be able to
register for future courses. They will also not be certified
for graduation or for exams.
Failure to pay the account balance or default on the
Tuition Installment Plan will result in a financial hold that
will prevent registration in subsequent terms.
Payment and Financial Aid
Students are solely responsible for payment of University
Tuition and Fees by the due dates described above and are
encouraged to make arrangements for Financial Aid loans
and awards early in order to ensure those payments are
available prior to the due dates. Students experiencing
delays in Financial Aid awards must pay out of pocket or (if
eligible) apply to the Installment Payment Plan prior to the
close of the Add/Drop period.
Should subsequent Financial Aid awards exceed the
current balance on a student’s account, the University will
promptly refund the excess in accordance with the
requirements of the award source.
The University’s Office of Financial Aid and Scholarships
recommends application and documentation be submitted
60 days prior to the start of instruction.
For calculation purposes only, the University will apply
certain estimated financial aid to student accounts in
advance of actual receipt of those funds. Students remain
responsible for these payments should the actual aid be
cancelled or received in an amount less than expected.
Federal Direct Subsidized & Unsubsidized Loans
Anticipated Loan amounts will be applied to student
accounts for calculation prior to the first day of instruction,
provided all applications and supporting documentation
have been received and reviewed by the Office of Financial
Aid and Scholarships.
Federal Grad Plus and Parent Plus Loans
Anticipated Loan amounts will be applied to student
accounts for calculation prior to the first day of instruction,
provided confirmation of the award has been received by
the funding agency and the student has signed the Master
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OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 77
Promissory Note.
Other Financial Aid Programs
Actual loan or award amounts will be applied when funds
are disbursed to student accounts.
Payment of Tuition and Fees
Charles R. Drew University currently accepts the following
forms of payment directly from students:
• Cash
• Checks (with appropriate identification)
• Cashiers’ Checks
• Credit Cards (Visa, MasterCard, American Express)
• Financial Aid Awards
• Bank Wire Transfers can be accepted in some
cases. Please contact the Finance Office for
assistance at (323) 563-5820.
Refund Policy and Procedure
Courses Withdrawal
Tuition refunds are based on the number of days
attended. Certain fees charged to students require pre-
payment by the university and cannot be refunded after
courses begin. Students who drop course(s) during the
add/drop period will receive a 100 percent refund. Any
student that withdraws from any course(s) or the
university after the add/drop deadline will receive a
prorated refund based on days of attendance. After the
withdrawal deadline (60% mark) no refunds are given.
Please refer to the appropriate academic calendar for
specific deadline dates.
Refunds and Repayment
Students who drop below half-time enrollment may be
expected to repay a portion of their financial aid.
According to a formula prescribed by state and federal
regulations, any refundable amount used to pay tuition
and fees is returned to the appropriate financial aid
sources. Students also may be required to pay the
unjustified portion of assistance that was directly
disbursed to them.
Students who completely withdraw from the University
must give written notification to the Registrar, Program
Advisor and Office of Financial Aid and Scholarships, and
must complete all withdrawal procedures to be eligible for
any refunds. A refund, if applicable, will be calculated
based upon the Federal refund methodology also known
as the Return to Title IV (R2T4). Financial aid refunds are
calculated on a per diem basis (days attended at time of
withdrawal) for withdrawals up through the 60% point in
time for each semester. After 60% of the semester has
elapsed, there is no refund calculation for federal aid
programs. Non-refundable fees are excluded from the
refund calculation. Calculated refunds are returned to the
appropriate aid programs. Students should contact the
Office of Financial Aid and Scholarships to discuss the
impact of withdrawing from courses on their financial aid
eligibility.
If a student has been awarded financial aid, the financial
aid programs from which the funds are disbursed will be
refunded in accordance with federal regulations.
Refunds will be mailed to the student’s permanent home
address as soon as the required withdrawal forms have
been processed. It is the student’s responsibility to ensure
that the University has a current address on file for them
at all times.
The refund amount is apportioned back to the individual
financial aid programs in a priority sequence, paying back
all that was disbursed from one program before paying
back the next program.
Tuition Installment Plan
Students with a current term balance of greater than $500
and in good financial standing may request to pay the
current term’s Tuition and Fees over the course of that
term by applying to the University’s Tuition Installment
Plan. Under this plan, students may divide the current
term’s financial obligation over three pre-determined
payments. Students carrying any past due balance are
ineligible to participate in this program.
Students participating in the University’s Tuition
Installment Plan will be assessed an Installment Financing
Fee of $150 for each term of participation. The
Installment Fee plus the first payment (1/3 of student’s
account balance) is due upon application to the
installment program. There is no interest charge for this
program provided all payments are made as scheduled.
The Tuition Installment Plan may be used concurrently
with external Financial Aid programs, provided all Plan
requirements are met. Incoming Financial Aid funds must
be used to retire the installment agreement prior to
disbursing payment to the student.
CDU Tuition Installment Plan must be received in the
Finance Office prior to the Add/Drop deadline to avoid
removal from class rosters. Please contact the Student
Finance Office for application and full details.
Military Tuition Assistance (TA)
Military Tuition Assistance is awarded to a student under
the assumption that the student will attend school for the
entire period for which the assistance is awarded. When a
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 78
student withdraws, the student may no longer by eligible
for the full amount of TA funds originally awarded.
To comply with the Department of Defense policy, CDU
will return an unearned TA funds on a proportional basis
through at least the 60% portion of the period for which
the funds were provided. TA funds are earned
proportionally during an enrollment period, with unearned
funds returned based upon when a student stops
attending.
Tuition Assistance Calculation
CDU will calculate TA eligibility for student who fail to
attend, drop out, withdraw (official or unofficially), or are
dismiss prior to completing more than 60 percent of the
enrollment period. The enrollment period encompasses
the semester start and end dates for applicable courses.
Your TA eligibility is determined based on the following
formula:
Number of Days Completed Before Withdrawal
Total Number of Days in the Enrollment Period= %
of TA Earned
Students who withdraw due to a military service obligation
may be entitled to receive a full refund of tuition and fees.
All refunds are subject to the presentation of official
documentation.
16 Week Course Withdraw
Submitted
Before or during weeks 1 – 2
100%
Week 3
95%
Week 4
90%
Week 5
80%
Week 6
70%
Week 7
60%
Week 8
50%
Week 9
40%
Week 10 – 16
No Return
13 Week Course Withdraw
Submitted
Before or during weeks 1 – 2
100%
Week 3
90%
Week 4
80%
Week 5
70%
Week 6
60%
Week 7
50%
Week 8.6
40%
University Services
Campus Alert System
Charles R. Drew University’s alert system enables
emergency response team members to communicate with
students, staff and faculty in minutes by sending a
message via a number of contact methods—including
email, text messaging and cell phones. Everbridge Aware
for Campus Alerts will only be used during emergencies
and for system testing. This is a free service to members of
the Charles R. Drew University’s community. Standard
rates apply for cell phone and SMS messages. To receive
emergency alerts from the University’s Everbridge Aware
for Campus Alerts system, students are required to sign
up.
Charles R. Drew University of Science and Medicine
subscribes to a campus alert system known as the
Everbridge Notification System. During an emergency (i.e.,
fire, or evacuation, etc.), this service will notify students,
staff, and faculty through email, text messaging, cell
phones and other devices within minutes.
Users must register their contact information with the
Everbridge Notification System in order to be active in the
Everbridge Notification System. Your personal information
data will not be shared with anyone unless the user grants
permission when signing up. There is no cost for this
service.
Crime Statistics – Clery Report
Under the Federal “Jeanne Clery Disclosure of Campus
Security Policy and Campus Crime Statistics Act,” the
Charles R. Drew University Campus Safety Unit must
distribute statistics annually on the reported occurrences
of the following offenses:
• Murder
• Sex Offenses
• Non – Forcible (incest and statutory rape)
• Aggravated Assault
• Burglary
• Motor Vehicle Theft
• Arson
• Hate Crimes, including larceny, theft, simple
assault, intimidation and destruction of property
(where there is evidence of victim selection based
on actual or perceived race, gender, sexual
orientation, ethnicity or disability)
• Arrests or persons referred for campus
disciplinary action for liquor violations, drug abuse
violations and weapon possession
Clery Crime Statistics
On Campus
2019
2020
2021
Criminal Offenses
Murder/Non-Negligent
Manslaughter
0
0
0
Negligent Manslaughter
0
0
0
Sex Offenses/Forcible
0
0
0
Sex Offenses/Non-Forcible
0
0
0
Robbery
0
0
0
Aggravated Assault
0
0
0
Burglary
0
0
0
Motor Vehicle Theft
0
0
0
Arson
0
0
0
Special Category Arrests
Liquor Laws
0
0
0
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 79
Drug Violations
0
0
1
Weapons Laws
0
0
0
Hate Crimes
0
0
0
Disciplinary Actions
Liquor Laws
0
0
0
Drug Violations
0
0
0
Weapons Laws
0
0
0
Public Property Areas
Contingent to Campus
2019
2020
2021
Criminal Offenses
Murder/Non-Negligent
Manslaughter
0
0
0
Negligent Manslaughter
0
0
0
Sex Offenses/Forcible
0
0
0
Sex Offenses/Non-Forcible
0
0
0
Robbery
0
0
0
Aggravated Assault
0
0
1
Burglary
0
0
0
Motor Vehicle Theft
0
0
3
Arson
0
0
0
Special Category Arrests
Liquor Laws
0
0
0
Drug Violations
1
1
0
Weapons Laws
0
0
0
Hate Crimes
0
0
0
Disciplinary Actions
Liquor Laws
0
0
0
Drug Violations
0
0
0
Weapons Laws
0
0
0
Non-Campus Buildings
2019
2020
2021
Criminal Offenses
Murder/Non-Negligent
Manslaughter
0
0
0
Negligent Manslaughter
0
0
0
Sex Offenses/Forcible
0
0
0
Sex Offenses/Non-Forcible
0
0
0
Robbery
0
0
0
Aggravated Assault
0
0
0
Burglary
0
0
0
Motor Vehicle Theft
0
0
0
Arson
0
0
0
Special Category Arrests
Liquor Laws
0
0
0
Drug Violations
0
0
0
Weapons Laws
0
0
0
Hate Crimes
0
0
0
Disciplinary Actions
Liquor Laws
0
0
0
Drug Violations
0
0
0
Weapons Laws
0
0
0
Non-Clery Act Criminal Offenses
2019
2020
2021
Larceny* - On Campus
1
0
1
Larceny* - Public Property Adjacent to
Campus
0 0 0
Larceny* - Non-Campus Buildings
0
0
0
*Larceny is a non-Clery statistic; therefore, it must be listed in a table
separate from other Clery crimes.
Policies and Procedures related to Clery Act Reporting are
available at the Campus Safety Office located on the first
floor of the COBB Building.
Inquiries regarding the Clery Act and/or the University’s
Compliance may be directed to:
Director of Campus Safety
Telephone: (323) 357-3404
Campus Safety
Safety for faculty, staff and students is provided by the
University’s Office of Campus Safety. For additional
information, students are encouraged to contact the
Office of Campus Safety, located in the lobby of the Cobb
Building or by dialing (323) 563-4918. After hours and on
weekends, dial (323) 326-4859.
Evening Shuttle Service
Shuttle service is available from the security booth located
at the CDU Parking Lot on 118th Street to the Rosa Parks
Transit Station (Metro Blue and Green lines). For current
shuttle schedule, see Campus Safety and Security.
Lost and Found
The University’s Lost and Found is located at the
Information Booth in the lobby of the Cobb Building.
Found items may be turned in to the on-duty safety and
security officer for safekeeping.
Officers will return lost articles to those who can
describe the article and are willing to sign a receipt. Items
will be held for a minimum of 90 days. Students must
show identification when retrieving lost items.
Student Health
Students are responsible for their own routine health
maintenance and chronic healthcare. For medical
emergencies, service is available at the MLK-Multi-Service
Ambulatory Care Center (MACC):
MACC
12021 Wilmington Ave.
Los Angeles, CA 90059
Telephone: (310) 668-4321
Parking
Conveniently located parking lot and parking structure
adjacent to the campus on 118th Street provides parking
for students and visitors.
All vehicles must be registered with campus safety. All
students must obtain a parking pass/sticker if they park in
the CDU parking lot with the security booth located in the
Cobb building. There is no charge for the pass/sticker.
Student ID Badges
Photo identification badges are issued to enrolled students
by Student Enrollment Services during CDU new student
orientation. Students must wear the University ID badges
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 80
while on campus. In clinical settings, students should refer
to the specific requirements of their academic program.
Duplicate identification badges will be provided to
students for a $10.00 replacement fee.
Transportation
The Los Angeles Metropolitan Transit Authority (MTA) has
routes throughout the entire Los Angeles metropolitan
area during the day and evening. Registered students
showing proof of enrollment can obtain student bus and
Metrolink passes at a discount rate. The student discount
application can be downloaded at
www.metro.net/riding/fares/collegevocational
Library and Academic
Computing
Health Sciences Library
The Health Sciences Library, located on the first floor of
the W. Montague Cobb Medical Education Building, is a
6,600 sq.ft. information center. The library maintains a
comprehensive specialized collection of materials in the
health sciences, including print and electronic journals,
print and electronic books, audiovisual materials and
electronic databases for University students, faculty, staff
and community patrons.
The library is the primary information resource for the
University and supports students, faculty and staff by
providing materials, access to resources, instruction in the
use of these resources and an environment that fosters
teaching, research and life-long learning.
The Library is open approximately 80 hours per week and
during final examinations, extended hours are available.
During intersessions, the library has reduced hours of
operation.
Monday- Thursday.......................7:00 a.m. – 9:00 p.m.
Friday...........................................7:00 a.m. – 6:00 p.m.
Saturday.......................................9:00 a.m. – 4:45 p.m.
Sunday........................................10:00 a.m. –3:00 p.m.
Extended hours during Final Exam weeks will be posted.
Mission Statement
Our mission is to provide exemplary health information
resources and services that are essential for the provision
of quality educational, research and clinical services for
students, faculty, staff, the community and its affiliates.
Further, the library is charged with the constant re-
evaluation of its holdings and services to ensure that it
meets the mission of the University.
The Collection
The scope of the library’s collection supports the
educational programs in the College of Medicine, the
College of Science and Health and the College of Nursing.
The CDU Health Sciences Library collection contains over
7,500 print and access to over 100,000 electronic books,
and more than 42,000 volumes of bound journals. The
library currently subscribes to over 10,000 electronic
journals, 38 health sciences resources and access to over
3,000 audiovisual resources.
Services
LibGuides: The Library has compiled a subject guide for
each educational program. The LibGuide is used to identify
relevant resources that are available for students and/or
faculty use. Students are encouraged to use the LibGuide
for the specific educational program.
References and Information Literacy Classes: The librarians
are available to consult with instructors and provide in-
class training sessions on how to use specific health
information resources. Contact the Library Director for
more information.
Reserve Collection: The Library provides a copy of each
required textbook for Library use only. Students may use
two reserve books per transaction. In addition, students
are encouraged to limit use to 2-hour intervals.
Literature Searches: The librarians consult with patrons on
how to locate needed information from the health
sciences literature. Librarians also assist with citation
verifications for manuscripts and obtaining information for
grants and funding opportunities.
Educational Programming: The library is involved in a
number of the University educational events. In addition,
the library hosts several of the National Library of
Medicine traveling exhibits.
The Library’s Web Pages: The library’s Web pages host a
number of health information resources, including
PubMed, CINAHL, STAT!!Ref, Clinical Key, Access Medicine,
PsycINFO, Learning Express Library, ebrary, SPSS, Endnote
and Exam Master.
Remote Access (Off campus): Library users can access the
library’s resources off campus by placing the CDU
username and password in the Login box located at the
top of the library’s web page The Library website is
http://library.cdrewu.edu . For more information, please
contact the Health Sciences Library.
Interlibrary Loan: The library can obtain books and copies
of articles from other libraries as needed for registered
users. A request form is available online or at the
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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circulation desk. Users are encouraged to check the
library’s online catalog prior to submitting a request.
Library Computers: Seventeen computers are available
featuring the Microsoft Office software; Endnote citation
management software and SPSS statistical software are
available for students and faculty
Photocopy and Printing: Printing and photocopying are
available in the library using the Print Management
System. The cost for black and white photocopying and
printing is $0.15 cents per page. Students may also
photocopy in color; the cost for color photocopies is $0.50
cents per page. Print cards may be purchased from a
venda-card machine using dollar bills only and the initial
cost for the card is $1.00.
Audio/Visual Collections: The library provides access to the
Films on Demand (Health Sciences) collection of videos,
and Bates Visual Guide to Physical Examination. In
addition, the library has supplemental audiovisual
materials. For more information, please contact the Health
Sciences Library.
Presentation Equipment: A select number of laptops and
iPads are available for same day use; contact the library
for more information. In addition, select audiovisual
equipment is available for use by registered borrowers,
including digital and video cameras, and LCD projectors.
Please contact the library to reserve the equipment in
advance.
Quiet Study Room: The library has a quiet study room for
student use. It contains 9 individual study areas with
wireless connectivity and is open from 7:00 a.m. – 8:45
p.m., Monday-Friday. Please contact Campus Safety for
weekend hours, (323) 326-4859.
Wireless Access (WiFi): The library is equipped with
wireless access for students, faculty, staff and guests.
Instructions on how to connect to the wireless network
are available at the library’s Information Kiosk.
Group Study Rooms: The library houses two group study
rooms that can be reserved at the circulation desk. Study
pods and cubicles are also available throughout the Library
for student use. In addition, room 189 is designated as the
Quiet Study room, which is located on the Library annex.
Patrons
The library extends borrowing privileges to the students in
the College of Medicine, the College of Science and Health,
the College of Nursing, faculty, administration and staff of
Charles R. Drew University. In addition, it is a Resource
Library for healthcare providers in the community, high
school and college students, and community residents
who need access to health information.
Honor System
All books and journals checked out from the library are
given a due date. Patrons are subject to a three-week
library borrowing privileges, if library materials are
overdue.
Circulation
Library patrons may borrow books (limit: four) for 21 days,
bound journals (limit: four) for 14 days, videos (limit: two)
for seven days and audio materials (limit: four) for seven
days.
Renewals
For each item checked out from the library, patrons are
permitted one renewal, either in person or by telephone
on or before the due date. To renew materials by
telephone, please call (323) 563-4869.
Academic Computing
The Academic Computing team provides classroom
technology support, Audiovisual/AV support for events,
Blackboard support and other services. Support can be
requested through the Helpdesk 24/7 at 1-800-CDU-HELP,
or by emailing [email protected].
Blackboard support web pages and online chat support
24/7 are at https://cdrewu.libguides.com/sesc
Poster printing support, Classroom AV and conference
room AV usage instructions are online at
https://cdrewu.libguides.com/av-posters
Computer Requirement
For health and safety reasons related to the global COVID-
19 pandemic, CDU courses may be taught at least partially
online (hybrid) in the 2023-24 academic year. This will
require students to have regular access to a computer with
internet access to complete coursework, assignments,
reading, class interaction. You are responsible for having
and maintaining a computer that will allow you to
participate in all required online activities.
The technical specifications below are a guide to ensure
that all students have the necessary computing resources
to be successful. There is one computer lab located in
LSRNE S-242 which students may access and use (access
may be restricted during class or testing usage).
A tablet, Chromebook, netbook, iPad, or phone will not
work as a primary computing device for doing coursework.
Microsoft Surface tablets are acceptable devices if they
are running the full version of Windows 10 (home or
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 82
professional).
CDU Highly recommends all students have high speed
internet access at their place of residence. It is
recommended that your internet be at least 20 Mbps
Download / 2 Mbps Upload. You may test your home
internet speed by going to this website,
https://www.speedtest.net/
(note this is not a CDU
operated website).
It is the student's responsibility to maintain a backup of all
work. As a student you have access to the online file
sharing service Microsoft One Drive through your CDU
Microsoft Office 365 account (https://portal.office.com
).
New Computers PC & MAC Recommended
Technical Specification
PC
MAC
Type
Laptop
Laptop
Processor
I5 or I7
I5 or I7
Operating System
Windows 10 or 11
MAC OS X 12 (or higher)
Display/Resolution
1280 × 1080 or better
1280 × 1080 or better
Memory
16 GB
16 GB
Hard Drive
512GB SSD
512GB SSD
Networking Wireless (802.11 AX)
Wireless (802.11 AX)
Graphics Card
1024 MB graphics or
higher
1024 MB graphics or
higher
Ports
USB 3.0 & USB C
USB 3.0 & USB C
Components
Web Cam
Web Cam
Warranty Support
At least a 3-year parts
and onsite labor
At least a 3-year parts
and onsite labor
Software
•Microsoft Office
•Web browser:
Chrome or Firefox
•Antivirus
•Parallels (software to
run Windows software
on a mac)
•Microsoft Office
•Web browser: Chrome
or Firefox
•Antivirus
PC & MAC Minimum Technical Specifications
The minimum specifications does not represent a
recommendation but should only be used as a guide to
evaluate an existing computer.
PC
MAC
Type
Desktop or Laptop
Desktop or Laptop
Processor
I3
I5
Operating System
Windows 10
MAC OS X 12 (Mojave)
Display/Resolution
1280 × 720 (HD)
1280 × 720 (HD)
Memory
8GB RAM
8GB RAM
Hard Drive
256 GB
256 GB
Networking
Wired or Wireless
(802.11n or higher)
Wired or Wireless
(802.11n or higher)
Graphics Card
512 MB graphics
512 MB graphics
Ports
USB 2.0
USB 2.0
Components
•Web Cam
•USB Flash Drive
•Web Cam
•USB Flash Drive
Software
•Microsoft Office
•Web browser:
Chrome or Firefox
•Parallels (software to
run Windows software
on a mac)
•Antivirus
•Microsoft Office
•Web browser: Chrome
or Firefox
•Antivirus
University Email
Students are strongly encouraged to use their active
University email account ([email protected]) for
all University communications. Using this official account
provides the best safeguards for maintaining the integrity
and privacy of student information. Students expose
themselves to greater risk of cyber-attacks, security
breaches and other risks of harm when communicating
through less secure accounts.
Appropriate Use of University Email Account
• Notices regarding students' change of course
schedules (drop/adds), general petitions,
withdrawals, and residency
• Notices re: cancellation of registration
• Student aid processing issues and deadlines
• Academic information such as class changes,
registration issues, new courses, job-opening lists,
and events
• Communicating commencement and convocation
information
• Degree check information
• New student information about academic support
services and academic policies
• Office of Student Life services, events,
appointments e.g. advisement, student health and
wellness
• Notices about student internships and workshops
• Payment deadlines and other Financial Services
information
Avoidable Use of University Email Account
• Information unrelated to University business
• Messages containing confidential information
such as course grades, financial aid award
amounts, or tuition/fee payment amounts
• Personal information
• Promoting personal business or solicitation
• Surveys that do not serve sanctioned University
purposes
• Surveys that do not serve sanctioned University
purposes
Questions regarding email accounts or use can be
addressed to the University’s Information Technology unit
or by calling 1-800-CDU-HELP.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 83
A Message from Student Affairs
Greetings Students,
On behalf of the Student Affairs team at Charles R. Drew University of Medicine and
Science, it is my pleasure to welcome you to the 2023-2024 Academic Year.
The Division of Student Affairs is dedicated to promoting the academic success,
transformational growth, and overall well-being of our diverse student body. Our
commitment is demonstrated through the provision of excellent service, holistic support,
and a variety of academic learning and support activities, all aimed at nurturing and
developing the next generation of health professional leaders.
We look forward to seeing you around campus and supporting you every step of the way
during your educational journey here at CDU and beyond!
Keosha Partlow, PhD, MPH
Associate Provost, Student Affairs
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 84
Student Affairs
The Division of Student Affairs is located in the CDU
Student Center. To reach the office, please call (323) 563-
3343 or [email protected]. Office hours are
Monday – Friday, 8:00 a.m. – 5:00 p.m.
Career Services
Career Services here at Charles R. Drew University offers
assistance and resources to students seeking a job or
internship, or looking to build their professional skills. The
Career Advisor provides individual career and professional
coaching appointments, workshops, and networking
events. Students and Alumni are strongly encouraged to
make an appointment with the Career Advisor regarding
any career-related matters.
Student Academic Success (SAS)
SAS is committed to the academic progress and success of
students at CDU. Academic support (tutoring,
supplemental instruction, and study skills consultation)
strengthens students’ abilities to learn independently and
successfully in the health professions field. Retention and
Success guides students in the process of maintaining or
re-entering their educational journey from orientation to
graduation and serves as the liaison between students and
the university.
SAS’s mission is to promote a culture of student support
and development that provides students with the skills for
negotiating all levels of their college experience,
emphasizing social justice, equity, education, research,
and community and campus engagement.
Research Support and Resources
Charles R. Drew University recognizes the importance of
independent research opportunities and efforts for
students during their collegiate career. The Division of
Student Affairs works closely with campus partners to
encourage students in undertaking such endeavors by
consolidating available research opportunities within the
university and surrounding area to be readily available to
students. CDU also provides various learning resources
and workshops to support students with their potential
research projects along with the necessary skills to
complete them effectively.
Student Housing
Charles R. Drew University does not offer on-campus
housing but does offer off-campus options, which allows
students the flexibility to determine housing that can
accommodate their specific needs. Please visit
www.cdrewu.edu/admissions/university-housing-services
or contact [email protected]. We are available to help
guide you in your search and empower you to find the
best housing option while studying at CDU.
Student Health Insurance
Charles R. Drew University requires all full-time students
to maintain adequate health insurance that covers them
every day of their higher education career at CDU.
Adequate health insurance coverage for students is
important, and CDU’s health insurance plans offer a
quality alternative to more expensive, traditional
comprehensive plans. The primary purpose for providing a
student health insurance plan is to help students stay on
track for completing their academic program and realizing
professional career goals. Without health insurance, one
accident or serious illness could jeopardize academic
plans.
All full-time undergraduate, graduate and post-
baccalaureate students attending Charles R. Drew
University must enroll in, or waive, the health insurance
coverage offered by the University. Students who wish to
waive the University’s health plan must confirm by
established deadline dates that their existing coverage is
at least equal to the health plan offered by the University.
Students who do not provide the necessary proof to waive
the insurance by the established deadlines will be
automatically enrolled in the University’s health plan. See
Tuition and Fees section of this Catalog for program costs.
Student Health and Wellness
Charles R. Drew University of Medicine and Sciences
provides health services to currently enrolled students,
with referrals as needed. The focus of Student Health and
Wellness (SHAW) is to provide a professional and
confidential setting for psychological, emotional, and
developmental support of students as they pursue
academic goals and explore personal growth. Available are
Counselors, Case Managers, and mental health
professionals to assist with needs. Please contact
or visit
https://www.cdrewu.edu/students/studenthealthandwell
ness.
Student Life
The University strives to satisfy the needs and interests of
its students by ensuring that the learning atmosphere is
conducive to their social, cultural and spiritual growth. The
University endeavors to serve the educational and
personal needs of its students by committing to the
concept that an educational institution exists for assisting
the individual student in the learning process. The
realization and development of a sense of local
community, state, national and international responsibility
is also central to student life at Charles R. Drew University.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 85
Charles R. Drew University offers a variety of campus
opportunities for student involvement and leadership
development, ranging from informal groups in which
students share common interests to formal and organized
participation in elective government.
Student Government
Charles R. Drew University Student Government (CDUSG)
is a student led organization comprised of three schools
including College of Medicine, School of Nursing and
College of Science and Health. The entire Charles R. Drew
University student body, by virtue of enrollment at Charles
R. Drew University is automatically a member of CDUSG
and can voice their opinions or student concerns through
it.
CDUSG objective is promotes unity within the student
body by maintaining and exercising student’s rights to
voice their views, interest, and needs. CDUSG strives to
maintain excellent communication between students and
the administration. CDUSG’s mission is in accordance with
the mission of CDU as it creates student leaders who will
carry on the legacy and mission of Dr. Charles R. Drew in
their professional careers.
Clubs and Organizations
All student organizations must be registered with the
Office of Student Life to be a University Recognized
Student Organization. Student Organizations are required
to have a university faculty or staff member designated to
serve as the organization’s advisor. The different types of
student organizations include: Academic, Cultural, Faith-
Based, Political, Sports Club, Honorary, Political, Service, or
Special Interest.
Get involved, stay connected and make the most of your
time at Charles R. Drew University! Students can get
assistance with finding an organization or starting one with
the Office of Student Life. For additional information about
Student Government, Clubs and Organizations at Charles
R. Drew University please visit
www.cdrewu.edu/students/StudentOrganizations
.
Student Affairs Academic
Programs
Pipeline and School Partnership Programs
CDU faculty is also responsible for teaching an array of
pre-collegiate programs that make up the Charles R. Drew
University Department of Pipeline and School Partnerships
Programs. Individual programs in which College faculty are
involved include the flagship Saturday Science Academy II
program, Opportunity Scholars Public Health Academy, Los
Angeles Pediatric Society, the King/Drew Medical Magnet
High School, and others.
Saturday Science Academy II
• Expands educational opportunity for students
enrolled in underperforming schools in Los
Angeles County giving students of color the
opportunity to reach their full potential;
• Improves student outcomes including interest in
STEM and careers in health professions careers,
high school graduation, college enrollment,
college graduation, and participation in the
workforce, and;
• Provides the inspiration and experiences that will
form a foundation for them to succeed as
accomplished scientists and health professionals
and, in so doing, dispels the myth that the fields of
science are too boring, too hard, or inaccessible to
African-American and Latino youth.
SSA II, is held on the CDU campus in Willowbrook, CA and
is an academically rich program, open to students in Pre-
Kindergarten through the 12th grade. The program is
conducted in three 8-week learning-intense programmatic
phases throughout the academic school year, 1) Human
Anatomy and Physiology, 2) Earth and Space Science, and
3) Physical Science and Engineering. Each phase is
designed to introduce students to broad and in-depth
subject area content thereby increasing their knowledge.
Each year, SSA-II enrolls over 200 students in its year-
round program and inspires students from
underrepresented groups and communities to become the
next generation of health sciences leaders.
In 2017, the 227 SSA-II youth served were 81.2% African-
American and 10.7% Latino/Hispanic: 61% female and 39%
male. On average, 91% of students who participated in
SSA-II improve their grades on the subject matter
(Learning Phase) pre- and post-assessments. 59% of the
students increased from the equivalent of an F grade to an
A grade.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 86
Pre-Health Program
Criteria for Undergraduates
All students who enter CDU with 40 units are less will be
designated Pre-Health Students and also Bachelor of
Science in Biomedical Sciences (BMS), Bachelor of Science
in Psychology Community Health (PSYCH), Bachelor of
Science in Public Health (BSPH) and Bachelor of Science in
Nursing (BSN) students.
Students will exit Pre-Health program after the following
requirements are met:
• BMS Students
o Must complete 40 units and Gen Bio with
lab (BMS 130 and 131) and Gen Chem
and lab (BMS 140 and 141),
• BSPYCH Students
o Must complete 40 units, Intro to Psych
(add course number)
• BSPH Students
o Must complete 40 units, Intro to PH (add
course number)
• BSN: BSN complete 52 units
o Must meet pre-reqs for BSN program
Postbaccalaureate Leadership Program
The Charles R. Drew University Postbaccalaureate
Leadership Program (CDU PLP) is a structured,
comprehensive program designed to assist first-time and
re-applicant students in gaining admission into medical
school. Our program is designed for exceptional
individuals who desire to become physician leaders
aligned with the unique goal affirmed by the University’s
mission: dedication to social justice and health equity for
underserved populations through outstanding education,
research, clinical service, and community engagement.
Program Information
• Rigorous academic science courses
• Small class sizes allowing more interaction with
academic professors
• Intensive MCAT preparation
• Opportunity for clinical experience
• Research opportunities with CDU faculty
• Longitudinal Premedical Series over three
semesters with informative workshops and guest
speakers
• President’s Leadership Seminars
• Participation in annual California Pre-Health
Conferences
• Certificate of Completion*
• Provost/Director Letter*
• Recognition at the CDU annual Commencement
Ceremony
• Tailored Premedical Advising
• Valuable insight/guidance from experience
leadership
• Guaranteed interview with the CDU College of
Medicine*
* Awarded to students who successfully complete the
program requirements
Program Details
The program is open to 15 students per year who fall into
one of two categories:
• Re-Applicants (students who have applied to
medical school and did not matriculate)
• First-Time Applicants (students who have taken
most of their medical school prerequisite courses
and need to strengthen their GPA)
Duration/Time Commitment
The program runs over a 12-month (3-term) period
beginning in August of each academic year with an exciting
week-long orientation and concludes in August of the
following year. Curriculum/programming will occur mainly
during business hours with occasional evening and
weekend activities.
CDU PLP students must be prepared to commit full-time to
their academic coursework and to strengthen
extracurricular activities in preparation for their medical
school application. Limited paid hours in research or a
clinical setting are permitted with prior CDU PLP
leadership approval.
Courses
The program provides both lower and upper-division
undergraduate science coursework to students through
Student Affairs. Additionally, CDU PLP students will enroll
in the President’s Leadership Seminars in the Fall and
Spring terms.
Students in the program will also participate in a
longitudinal Premedical Series consisting of informative
workshops designed to support students with the
knowledge, behaviors, and skills necessary to become
successful medical school applicants.
PLP 101A - Postbaccalaureate Leadership Series
The longitudinal seminar is open to actively enrolled CDU
Postbaccalaureate Leadership (PLP) students. The seminar
consists of a series of interactive workshops designed to
provide students with the foundation and skills necessary
to become successful applicants, and ultimately, successful
medical students and physician leaders. PLP 101A is taken
in the fall semester.
Pass/Fail Grade
Units: 1
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 87
PLP101B - Postbaccalaureate Leadership Series
The longitudinal seminar is open to actively enrolled CDU
Postbaccalaureate Leadership students. The seminar
consists of a series of interactive workshops designed to
provide students with the foundation and skills necessary
to become successful applicants, and ultimately, successful
medical students and physician leaders.
PLP 101B is taken in the Spring semester.
Pass/Fail Grade
Units: 1
PLP 101C- Postbaccalaureate Leadership Series
The longitudinal seminar is open to actively enrolled CDU
Postbaccalaureate Leadership students. The seminar
consists of a series of interactive workshops designed to
provide students with the foundation and skills necessary
to become successful applicants, and ultimately, successful
medical students and physician leaders.
PLP 101C is taken in Summer semester.
Pass/Fail Grade
Units: 1
Extracurricular
A wide variety of extracurricular activities, including
research, clinical, community service, mentoring, and
networking opportunities, are available for students
participating in the program. Recommendations on
extracurricular activities will be personalized to meet the
student’s application needs.
Test Preparation
Students in the program will receive a formal MCAT prep
course with additional MCAT mock exams, online learning
tools, and books.
Advising/Mentoring
CDU PLP students will receive tailored advising through
the duration of the program.
Program Requirements
• Maintain a 3.5 GPA
• Complete a minimum of 24 units - a maximum of
36 units at CDU (to be taken in Fall, Spring, and
Summer)
• Communicate regularly with CDU PLP Leadership
• Participate in all required programming
• Complete an intensive MCAT course
• CDU PLP students will take the MCAT while
participating in the program and will need an
official MCAT score of 500 or more
• Abide by professionalism standards as detailed in
CDU Student Handbook
• Pay all associated tuition/fees by deadlines as
listed
Program Benefits*
*Upon successful completion of all program requirements,
students will receive:
• Certificate of Completion*
• Provost/Director Letter*
• Recognition at the CDU annual Commencement
Ceremony
• Tailored Premedical Advising
• Valuable insight/guidance from experience
leadership
• Guaranteed interview with the CDU College of
Medicine*
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 88
Research and Health Affairs
University Research
Charles R. Drew University of
Medicine and Science
performs high quality, cost-
effective and culturally
relevant research that
focuses on key health
disparities. Since 1995,
Charles R. Drew University
has received over 800
distinct awards with funds
totaling $555,804,392 from
multiple federal divisions within the Department of Health
and Human Services (DHHS). Our research faculty, staff
and student trainees authored/co-authored more than
200 peer-reviewed publications since 2015. Our nationally
and internationally renowned researchers are breaking
new ground, integrating research advances into the basic
science and setting new standards in healthcare disparities
research for underserved communities. Currently CDU
boasts over $25 million in federal, state, and local funding.
The current endowment assets from research is over
$80M.
Research Centers
The various research centers play an important role in the
growth and development of medical research with a focus
on health disparities at Charles R. Drew University. These
center grants are funded for research, education and
training, treatment and community partnerships in Cancer,
Cardio-Metabolic, HIV/AIDS, Mental Health and Health
Service/Policy Research. By promoting strategies that
create synergy in research teams and between
investigators and the community, CDU creates novel best
practice solutions to transform the health of underserved
communities that can be used as innovative models
throughout the nation and the world.
• Accelerating eXcellence In Translational Science
(AXIS) Center
• CDU/UCLA Cancer Center Partnership to Eliminate
Health Disparities
• Clinical and Translational Sciences Institute in
partnership with UCLA (CTSI)
• Clinical Research Education and Career
Development (CRECD)
• CDU/UCLA Excellence in Partnerships for
Community Outreach, Research on Health
Disparities and Training Center (EXPORT)
• Diversity-promoting Institutions Drug Abuse
Research Development Program (DIDARP)
• HIV/AIDS Research - Drew CARES
• Center for Biomedical Informatics
Student Research Training Opportunities
Every student that enters a CDU lab is given the
opportunity to work side by side with our researchers to
enhance their own education and prepare for careers in all
areas. At CDU, our research is designed to encourage and
attract the most research-oriented students that will take
what they learn today to create a better tomorrow.
Since 1999 CDU has engaged over 660 students (all levels)
in research. Those students have published over 120 peer-
reviewed papers, participated in 554 scientific
presentations, and have received more than $260,000 in
scholarships. Our programs are created to ensure that
each student acquires the knowledge, skills, and attitudes
to become a proficient researcher. We invite you to take a
look at https://www.cdrewu.edu/research
for more
information on the multiple research training
opportunities for all student levels.
Research Training Programs
• Medical Student’s Research Training Program
(MSRTP)
• Master’s in Biomedical Science Program (MBSP)
• Undergraduate Cancer Research Training Program
(UCRTP)
• Diversity Promoting Institutions Drug Abuse
Research Program (DIDARP)
• CTSI TL 1 Summer Fellowship for Health
Professional Students
• CTSI Training Program in Translational Science
• Advancement in Nursing Education
• Bridges to Doctorate
• Student Opportunities to Advance Research
(SOAR) Program
• STRIDE Program
• STRIDE II Program
Undergraduate Cancer Research Training Program
(UCRTP)
Sponsored by the CDU/UCLA Cancer Center, the
Undergraduate Cancer Research Training Program is an 8-
12-week research program designed for outstanding
undergraduate students who are interested in pursuing a
career in biomedical sciences. An individualized program is
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 89
developed for each participant, who is paired to work with
a faculty principal investigator and/or associate at either a
CDU or UCLA laboratory on a selected cancer research
project. Since 2010, over 104 students have been accepted
and those students co-authored over 90 peer-review
publications from working with their mentors.
The goal of the UCRTP is to
ensure that each
undergraduate student
acquires the knowledge,
skills, and attitudes to
become proficient in cancer
health disparities research.
On completion of the
program, each
undergraduate trainee have
worked on a hypothesis-
driven research project in
cancer health disparities and
developed a research paper (based on the findings of the
ancillary project). Students also have the opportunity to
present their findings before a regional or national
conference and benefit from seminar series focused on
translational cancer health disparities research.
Diversity Promoting Institution Drug Abuse
Research Program (DIDARP)
DIDARP’s education program is a year-round training that
provides opportunity for 10 students to work on drug abuse
research projects and in various Labs at CDU. The program
has four primary mentors, who trained 70 students
(undergraduates, as well as high school, Post-Bacc, medical,
and graduate students). The students are recruited
nationwide and receive a stipend.
The goals of the Diversity-Promoting Institution Drug Abuse
Research Program are to foster interest in substance abuse
research among under-represented students and other
trainees by providing meaningful educational and research
experiences; to increase the number of high quality drug
addiction research projects related to the metabolic effects
of nicotine and to continue to enhance the research
infrastructure at CDU to support substance abuse research.
CTSI TL 1 Summer Fellowship for Health
Professional Students
The TL1 Summer Fellowship Program sponsored by the
Clinical and Translational Science Institute provides each
trainee with early exposure to the practice of
interdisciplinary, community- partnered translational or
health services research in urban underserved
communities. One to two students are accepted each year
and receive a stipend of $3,000. We have had 12 CDU
students complete the program.
Student Opportunities to Advance Research
(SOAR) Program
SOAR is designed for team-based CDU student research in
five key research areas: Cancer, Cardio-metabolic,
HIV/AIDS, Mental Health, and Health Policy. Focusing on
addressing health disparities to achieve health equity, the
program is an interdisciplinary research training
opportunity that is open to currently enrolled CDU students
in COM, COSH and SON. Since the program inception in
summer 2016, SOAR has funded 34 CDU students.
SOAR encourages the formation of collaborative teams to
conduct integrated, translational, cross-disciplinary and
inter-professional research. Upon completion of the SOAR
summer fellowship program, student researchers will
complete a work in progress paper based on the findings
of the project and participate in the annual SOAR
symposium where they will present their findings at CDU.
STRIDE and STRIDE II Program
Project STRIDE is an eight to ten week high school clinical
research program for 10 underrepresented juniors from
local high schools. The students are matched with a mentor
in their area of interest. They work a forty-hour week and
receive a stipend for their participation.
The students receive leadership training, learn how to
conduct a job interview; learn how to dress appropriately;
have writing skills workshops; learn how to write a
personal statement; have SAT preparation training
conducted by a professional; and take field trips when
appropriate.
STRIDE II is an undergraduate students program where
STRIDE students can continue their research training from
high school through college.
Research Partnership
• University of California, Los Angeles (UCLA) –
Since its inception, CDU has conducted numerous
collaborative research projects with UCLA.
• The CDU/UCLA Cancer Center Partnership to
Eliminate Cancer Health Disparities was funded by
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 90
the National Cancer Institute to design and
conduct basic, clinical, applied, translational and
prevention research programs directed toward
reducing cancer incidence, morbidity and
mortality in the underserved communities, which
face cancer health disparities in Service Planning
Area (SPA) 6 region of Los Angeles.
• The Clinical and Translational Science Institute
(CTSI) is composed of four partnered institutions
located in Los Angeles County: Cedars-Sinai
Medical Center, Charles R. Drew University of
Medicine and Science, Los Angeles Biomedical
Research Institute at Harbor-UCLA Medical
Center, and the UCLA-Westwood Medical Center.
As a partner of the UCLA-CTSI consortium, CDU
has been able to leverage resources to engage in a
multitude of activities with other CTSI partners.
Community Partnerships
The University has a number of strong partnerships and
collaborations with community organizations and
successfully engages surrounding communities in
participatory-driven research. This work includes over 100
ongoing partnerships including programs to communicate
research-based information to increase public awareness
of health issues; efforts to improve the transfer of
evidence-based knowledge to community-based
healthcare providers; supporting, enhancing and actively
engaging in ongoing and new community-based
participatory research efforts, with a range of partners,
including the South Central Family Health Center, the
Nickerson Gardens Housing Project and the Oasis HIV
Clinic, among others. Several of the Research Centers,
including the CDU/UCLA Cancer Center Partnership, AXIS
and CTSI have dedicated Cores/Units for community
partnered research and activities.
CDU Faculty and Research Profiles
To learn more about our faculty and potential mentors,
search our faculty directory.
Website
Visit our website to learn more
https://www.cdrewu.edu/research
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 91
College of Science and Health
The W. M. Keck Foundation Building, home to the College of Science and Health
History
The College of Science and Health first started as stand-alone or independent allied health programs at the University with the
implementation of MEDEX physician assistant and radiologic technology programs in cooperation with UCLA and Harbor
General Hospital. The creation of a College of Science and Health (formerly College of Allied Health) was proposed in 1975
when several allied health programs were developed in response to expanded clinical needs of the surrounding urban
population. In 1983, Charles R. Drew University’s Board of Directors consolidated existing programs and authorized creation
of the College of Science and Health. In 1987, the State of California’s Office of Private and Post‐Secondary Vocational
Education granted Charles R. Drew University’s College of Science and Health a license to offer a Bachelor of Science for
primary care physician assistants and an Associate of Science degree in medical record technology and an Associate of Science
degree in Radiologic Technology, which has been accredited continually since the start of the program. In April 2005, the
College was renamed the College of Science and Health to reflect existing programs and future additions, such as creating the
Bachelor of Science in Biomedical Sciences and the Master of Public Health programs. In 2014, Charles R. Drew University
started developing a Master of Health Science Physician Assistant (PA) program. The inaugural class of the Master of Health
Science PA Program matriculated in August 2016, and in 2021 the PA Program received the maximum ten-year accreditation-
continued status from its accrediting body. A new Master of Science in Biomedical Sciences Program (MSBMS) was approved
by the WASC Senior College and University Commission (WSCUC) in 2016. The inaugural class matriculated in August that
same year. In 2021 and 2022, the MSBMS program was ranked number one in the nation by bestvalueschools.org due to the
quality of the education and the return on investment. In 2017, the College received approval from the WSCUC for a new
Bachelor of Science in Urban Community Health Sciences (UCHS) Program (now the Bachelor of Science in Public Health). A
new Bachelor of Science in Psychology with an emphasis on community counseling was approved by the WSCUC in 2019, and
the inaugural class matriculated in August 2020.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 92
College of Science and Health Administration
Monica G. Ferrini, MS, PhD
DEAN
Department Chairs and Program Directors
Jorge N. Artaza, PhD
CHAIR, DEPARTMENT OF HEALTH AND LIFE SCIENCES
Candice Goldstein, PhD, CADC-III
CHAIR, DEPARTMENT OF SOCIAL SCIENCES AND HUMANITIES
DIRECTOR, PSYCHOLOGY PROGRAM
Eugene Hasson, MS, RT (R)
DIRECTOR, RADIOLOGIC TECHNOLOGY PROGRAM
Sondos Islam, PhD, MPH, MS
CHAIR, DEPARTMENT OF URBAN PUBLIC HEALTH
Lucy W. Kibe, DrPH, MS, MHS, PA-C
DIRECTOR, PHYSICIAN ASSISTANT PROGRAM
Raluca N. Kurz, PhD, MS, LCGC
DIRECTOR, GENETIC COUNSELING PROGRAM
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 93
A Message from the Dean
Dear CDU Family,
As we embark on the 2023-24 academic year, I want to give a warm welcome to new and continuing students in the College of
Science Health (COSH). As your Dean, I focus my passion for student success by creating a safe, healthy, and inclusive
environment committed to academic excellence and cultivating diverse health professional leaders dedicated to social justice
and health equity for underserved populations.
COSH provides the education, support, and training for students to excel at CDU and in their future academic and professional
careers. We offer academic and clinical instruction, research training, hands-on experience, and service learning in a
collaborative community engagement. Our program directors, faculty, and staff are committed to lifelong learning and
performance excellence. They are devoted to the CDU vision of excellent health and wellness for all in a world without health
disparities.
COSH students are given the tools to become leaders in biomedical sciences research, clinical professions, psychology, and
public health. In addition, we offer a variety of extracurricular activities designed to add a transformational experience that
prepare you not only for professional and academic excellence but also to impact your community. So, take time to explore
and embrace the rich opportunities presented to you.
I am honored to work with you in understanding and addressing the issues that limit access to quality healthcare and in
helping you develop essential skills for excellent performance in your chosen field of study.
Sincerely,
Monica G. Ferrini, PhD, MS
Dean, College of Science and Health
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 94
College Introduction
The College of Science and Health at Charles R. Drew
University of Medicine and Science offers undergraduate
degree programs leading to an associate or baccalaureate
degree, and graduate and certificate programs. Programs
include: Master of Public Health (MPH) degree in Urban
Health Disparities; Master of Health Science, Physician
Assistant; Master of Science, Biomedical Sciences;
Bachelor of Science, Biomedical Sciences; Bachelor of
Science, Psychology (Emphasis in Community Counseling);
Bachelor of Science, Public Health in Urban Health
Disparities; Associate of Science in Radiologic Technology;
and a Certificate in Computed Tomography.
The College of Science and Health provides students a
solid science and liberal arts background, which enables
graduates to bring a rich and informed sense of public
responsibility to their careers as healthcare professionals
or biomedical scientists. The educational experience is
intended to produce first-rate clinicians, public health
professionals, managers and scientists who will commit to
lifelong learning.
In keeping with Charles R. Drew University’s mission, the
goal of the College of Science and Health is to foster a
dynamic educational climate that provides students with
relevant educational experiences leading to both personal
and professional growth. This environment is designed to
enable students to attain their academic and professional
goals, become competitive in the job market, and to
become leaders in transforming the health of their
communities.
Each of the College’s undergraduate degree programs
consists of a general education component, elective
courses and specified courses in the program. The general
education component provides a base of knowledge in the
fields of communication, humanities and arts, natural and
social sciences, and citizenship responsibilities. Elective
courses provide opportunities for students to gain
additional exposure to a variety of fields.
The College of Science and Health aims to be recognized
not only as a leader in the educational preparation of
health professionals and scientists, but also as a catalyst
for public policy reforms in the healthcare system. Toward
this end, the academic curricula of the College emphasize
clinical and preventive medicine, competency-based
education and community-based practice. Its clinical
programs are designed to graduate excellent and
compassionate urban specialists who provide primary
healthcare services to culturally diverse, medically
underserved populations.
Academic Community
Students
Charles R. Drew University of Medicine and Science’s
current student population reflects the shifts that have
taken place in the community at large over the years. The
University includes students from various areas of
California, the United States and nations around the world.
These students represent various ethnic groups and speak
many different languages. The University unequivocally
supports equal access for students of all backgrounds.
Many are first-generation college students and come from
under-resourced communities. Because of their
commitment to the University’s mission, most of the
University’s graduates return to those communities to
serve and to work.
Faculty
The Charles R. Drew University faculty are diligent in their
commitment to providing quality education to their
students and adjusting their teaching methods to
accommodate diverse learning styles as well as the
learning styles of the modern learner. The College strives
to recruit and retain faculty who appreciate the value and
benefits of our student body’s diversity. Faculty and
students will be able to take advantage of the latest in
technology to deliver a dynamic curriculum in an
environment that encourages critical thinking, self-
reflection, and continuous analysis.
Community Service and Service Learning
The College’s community service and service-learning
requirement is to provide students with an opportunity to
apply the theories and competencies learned in their core
and program courses to the real needs of the community,
through service and service-learning activities.
To facilitate achievement of these community service
goals, learning experiences must be conducted in a setting
or with a population that meets at least one of the
following criteria: 1) low income; 2) medically
disadvantaged, underserved or under-represented; or 3)
other special populations or communities as defined by
course requirements (e.g., hospice patients, victims of
domestic violence, students with special learning needs,
etc.). College programs ensure that proposed community
service assignments are consistent with Charles R. Drew
University’s mission. Therefore, all students are to provide
verification of the approved community service and
service-learning activity to the designated Service-Learning
Coordinator.
Students enrolled in the College of Science and Health are
required to complete a minimum number of community
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service hours. Prior to graduating, students in certificate
programs must complete at least 25 hours of service;
associate degree students must complete at least 50 hours
of service; and bachelor's degree students must complete
100 hours of service. The College and programs retain the
authority to establish requirements for completion of the
community service and service-learning component of the
curriculum.
Community service and service-learning hours are fulfilled
when the fieldwork component and the appropriate
coursework that accompany this area of study are
completed.
Student Awards
The College of Science and Health (COSH) has established
the following standards for recognizing the achievement of
its students with honors and awards. At the end of each
fall, spring and summer semester, the Office of
Registration and Records recognizes matriculated students
in excellent academic standing.
Dean’s List
Undergraduate degree-seeking students enrolled in 12 or
more credit units in a semester, or graduate students
enrolled in nine or more credit units in a semester with a
grade point average of 3.50 or better in completed
coursework are cited on the Dean’s List.
Honor Roll
Undergraduate degree seeking students enrolled in 12 or
more credit units in a semester, or graduate students
enrolled in nine or more credit units in a semester with a
grade point average between 3.00 and 3.49 and no grade
lower than a C are eligible for the University Honor Roll.
The student’s 12 units may include a grade of Pass or
Credit.
Graduation with Honors
The College of Science and Health recognizes academic
accomplishments by awarding graduating degree-seeking
students honors according to their cumulative grade point
average. A designation of Cum Laude (with honors)
indicates a cumulative GPA of at least 3.25. A designation
of Magna Cum Laude (with high honors) indicates a
cumulative GPA of at least 3.5. A designation Summa Cum
Laude (with highest honors) indicates a cumulative GPA of
at least 3.75.
The following are COSH student awards presented during
the Oath and Honors ceremony:
• Dr. Charles W. Buggs Award: The College of
Science and Health’s highest award, named after
the prominent microbiologist and first dean of the
College of Science and Health at Charles R. Drew
University, is presented to the graduate who has
maintained the highest GPA throughout their
training and has exemplified the personal
characteristics of excellence and compassion.
• Dr. Jack Mitchell Award: Named after a
community physician who was an early advocate
of allied health education at Charles R. Drew
University, this award is presented to the
graduating senior who has demonstrated
leadership among their peers in college and
university activities and in the provision of
healthcare to community residents.
• Dr. Raymond Kivel Award: This award, named for
the medical director whose leadership garnered
nationwide prominence for the MEDEX Physician
Assistant Program, is presented to the graduating
student whose voluntary community service has
demonstrated an extraordinary commitment to
the delivery of healthcare in medically
underserved communities.
• Dr. Mary McLeod Bethune Award: Named in
honor of the outstanding educator whose life and
legacy serves as an inspiration to all, this award is
presented to the graduating student who has
demonstrated the ability to persist in the face of
adversity.
• Dr. Geraldine Burton Branch Award: Geraldine
Burton Branch, MD, was instrumental in
establishing health policy regarding mandatory
immunization for child school enrollment. The
award named in her honor is granted to the
student applicant who exemplifies the potential as
a committed medical professional to build, shape
and improve the overall health of underserved
communities, and a commitment to their program
and the College of Science and Health.
Oaths and Honors
This ceremonial occasion is held every year prior to
Commencement in order to recognize graduation
candidates for their academic achievement, clinical
excellence, leadership and service while attending Charles
R. Drew University.
Student Life
The Office of the Dean sponsors and co-sponsors a
number of events, activities and services throughout the
academic year. The purpose of these activities is to
provide the students with an opportunity to develop
leadership skills, special interests and cultural competency.
Programs may include Student Government activities,
workshops and guest lectures, cultural events, program
and department events, and the Oath and Honors
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ceremony.
Student clubs and organizations have oversight through
the Office of Student Life and through supporting
academic departments or programs. Please see the Office
of Student Life section of this Catalog.
Academic Advising
Faculty advisors provide academic advice, support and
encouragement throughout the duration of the student’s
academic program. A faculty member from the student’s
designated program serves as the academic advisor
throughout the student’s career at the University. Faculty
members serve as advisors to provisional students as well,
and non-matriculated students are also provided with
advisors.
Academic advising is a service provided to all students who
need assistance selecting a program, scheduling classes or
seeking tutorial support and guidance in making certain
they meet all graduation requirements. Students who
utilize academic advisement services usually complete
their educational goals in a timely manner and are unlikely
to drop out of school. Students may meet with their
academic advisor by scheduled appointment or on a drop-
in basis during office hours. Students entering degree
programs will be assigned to a faculty advisor within the
first week of enrollment. The student and faculty advisor
jointly arrange meeting hours. For additional information
about faculty advisor arrangements, contact the program
of interest.
Academic Grievance/Grade Appeal
When a student considers a final course grade inaccurate,
the student should confer with the instructor regarding
the accuracy of the grade received within the first three
weeks of the semester following receipt of the grade. At
this time, the student and instructor must together review
all class material pertinent to the grade for errors to be
corrected. If the student is not satisfied, or if the instructor
does not confer with the student within the first three
weeks of the semester, the student should immediately
contact their Program Director or Department Chair. If the
matter is not resolved through the Program
Director/Department Chair, the student should
immediately contact the Dean and submit a written appeal
consisting of a statement containing the factual reasons,
and basis for the complaint, accompanied by any
supporting documentation. In the College of Science and
Health, the Dean will direct the appeal to the Student
Academic Performance, Promotion and Judiciary
Committee (SAPPJC) for a recommendation. The student
has the right to appear before the committee. The
committee’s decision must be submitted to the Dean
within the first five weeks of the semester. If the Dean
does not favor the committee’s process or
recommendation, an ad hoc committee can be appointed
by the Dean to review the appeal and arrive at a decision.
The ad hoc committee must reach a decision within one
week of receipt of the appeal. Its decision is final.
Degree Requirements
Each undergraduate program of study leading to a degree
includes the College’s general education and core
curriculum requirements as outlined below. Not all
courses may be credited toward fulfillment of the general
education and core curriculum requirements. The
following restrictions apply to these units:
1. Basic skills courses (developmental level courses,
such as pre-algebra and English fundamentals)
cannot be applied toward the associate or
bachelor’s degree requirements.
2. No professional course in the student’s major
program of study may be used to satisfy general
education requirements.
3. Courses for which previous credit has been
received may not be applied a second time.
4. In some cases, students may satisfy core
requirements and general education elective
requirements simultaneously, although doubling
of credit value is not permitted.
Associate of Science
Terms regarding graduation requirements in the Associate
of Science program are detailed below:
Unit Requirement
Total units required for an AS in Radiologic Technology is
84.
Residence Requirement
Prior to receiving an AS, students must have completed at
least half of the total units required for degree completion
in their program in residence.
G.P.A. Requirement
Achievement of a minimum overall G.P.A. of 2.5 on a 4.0
scale.
General Education Requirement
Completion of the general education requirements.
Course Grade Requirement
A grade of “C” or better is required to pass a class that
fulfills the following GE categories (WASC Core
Competencies). Category A: English Language
Communication & Critical Thinking (9 units); Category B:
Scientific Inquiry and Quantitative Reasoning (10 units);
Category C: Arts and Humanities (9 units); Category D:
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Social Sciences (6 units); Category E: Diversity, Service,
Community Health, and Professional Development (3
units); Category F: Ethnic Studies and Interdisciplinary
Approaches to Healthcare (3 units).
Program Requirement
Completion of all didactic, clinical, and community service
requirements for the major.
Bachelor of Science (BS)
Terms regarding graduation requirements in the Bachelor
of Science program are detailed below:
Unit Requirement
Total units required for a BS degree is 120. Students
should consult this Catalog for specific degree
requirements in the sections concerning general education
and the individual programs of the University.
Residence Requirement
Prior to receiving a BS, students must have completed at
least 63 units in residence (including at least half of these
in the required major).
G.P.A. Requirement
Achievement of a minimum overall G.P.A. of 2.0 on a 4.0
scale.
General Education Requirement
Completion of the general education requirements.
Course Grade Requirement
A grade of “C” or better is required to pass a class that
fulfills the following GE categories (WASC Core
Competencies). Category A: English Language
Communication & Critical Thinking (9 units); Category B:
Scientific Inquiry and Quantitative Reasoning (10 units);
Category C: Arts and Humanities (9 units); Category D:
Social Sciences (6 units); Category E: Diversity, Service,
Community Health, and Professional Development (3
units); Category F: Ethnic Studies and Interdisciplinary
Approaches to Healthcare (3 units).
Program Requirement
Completion of all didactic and community service
requirements for the major.
Master of Public Health (MPH)
Terms regarding graduation requirements in the Master of
Public Health program are detailed below:
Unit Requirement
Total units required for MPH is 45 graduate semester
credit hours.
G.P.A. Requirement
Achievement of a minimum overall G.P.A. of 3.0 on a 4.0
scale.
Program Requirement
Successful completion (i.e., a grade of 80% or better) of all
the required courses for the major.
Residence Requirement
MPH students must complete a total of at least 36 units in
residence.
Master of Science in Biomedical Sciences (MS-
BMS)
Terms regarding graduation requirements in the Master of
Science in Biomedical Sciences program are detailed
below:
Unit Requirement
Total units required for MS-BMS is 36 graduate credit
hours.
G.P.A. Requirement
Achievement of a minimum overall G.P.A. of 3.0 on a 4.0
scale.
Program Requirements
Successful completion (i.e., a grade of 80% or better) of all
the required courses for the major, and thesis defense.
MS-BMS students must complete a total of at least 25
hours of community service.
Residence Requirement
MS-BMS students must complete a total of at least 30
units in residence.
Master of Health Science, Physician Assistant
(MHS-PA)
Terms regarding graduation requirements in the Master of
Health Science, Physician Assistant Program are detailed
below:
Unit Requirement
Total units required for a MHS degree is 101.
G.P.A Requirement
Achievement of a per semester and overall G.P.A of 3.0 on
a 4.0 scale.
Program Requirement
Achieve a grade of “C-“(70 percent) or better in all PA
Program overall courses (didactic and clinical). Successfully
participate in and pass a Summative Evaluation.
Residence Requirement
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The Charles R. Drew University Physician Assistant
program does not accept previous experience or medical
training for advanced placement, except for transfer
students from other US-based PA programs on a limited,
case-by-case basis. Transfer students from other PA
programs must have completed the entire pre-clinical
didactic phase at their PA program and may be required to
complete additional didactic courses at CDU. No credit
will be awarded for any Supervised Clinical Practice
Experience (SCPE) completed at other institutions.
Students will be required to complete all assigned clinical
courses through the CDU PA Program. Transfer students
will also be required to complete the last didactic
semester (Year 3, Semester 1) at CDU. Requests for
transfer should be directed to the PA Program Director.
Course Listing
Division of General Studies
ART Arts
BIO Biology
CHM Chemistry
COM Communication Skills
CPU Computer Science
ENG English
GEN Genetics
HIS History
HUM Humanities
ILR Information Literacy Research
MIC Microbiology
MTH Mathematics
NTR Nutrition
PHE Public Health Education
PHL Philosophy
PHY Physics
POL Political Science
PSY Psychology
SOC Sociology
College of Science and Health Programs
RAD Radiologic Technology, AS
CT Computed Tomography Certificate
BMS Biomedical Sciences, BS
PSY Psychology, BS
BSPH Public Health, BS
MBS Biomedical Sciences, MS
MHS Master of Health Science, Physician Assistant
MPH Master of Public Health
General Studies for Undergraduate Programs
For questions, contact:
Dr. Monica Ferrini [email protected] or
Dr. Hua Zheng [email protected]
General Studies at Charles R. Drew University of Medicine
and Science (CDU) is structured to foster an educational
climate that provides positive and lifelong educational
opportunities for all undergraduate CDU students. The
General Studies curriculum is designed to provide
informational skills and intellectual values and aims to:
• Introduce students to the richness and diversity of
the various academic disciplines;
• Broaden students’ scholarly perspectives to
become lifelong learners;
• Enhance and promote cultural relevance and
respect for diverse groups.
• Prepare students for academic success in their
chosen field of study.
General Education Curriculum
General Education coursework is intended to ensure that
every student will develop and demonstrate an
understanding of and proficiency in the following areas
based on the Western Association of Schools and Colleges
(WASC) Senior College and University Commission
(WSCUC) five Core Competencies.
1. Written communication skills
2. Oral communication skills
3. Critical thinking
4. Quantitative reasoning
5. Information literacy
And based on the Breadth Requirements on
6. Scientific knowledge
7. Intellectual perspectives of diverse disciplines
8. Cultural diversity
General Education Student Learning Outcomes
(GELO)
Students that complete the GE coursework at CDU will be
able to:
Area I: English Language Communication & Critical
Thinking
1. Written Communication
GELO 1. write effectively.
2. Oral Communication
GELO 2. Communicate orally effectively to various
audiences in a variety of contexts.
3. Critical Thinking
GELO 3. Analyze and solve complex problems.
Area II: Scientific Inquiry & Quantitative Reasoning
1. Quantitative Reasoning
GELO 4. Use quantitative reasoning to analyze and
solve problems.
2. Information Literacy
GELO 5. Locate, evaluate, and synthesize
information.
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3. Sciences
GELO 6. Recognize and describe scientific
concepts and theories.
Area III: Diversity, Arts and Humanities, Social Sciences,
and Social/Civic Knowledge
1. Intellectual Perspectives of Diverse Disciplines
GELO. 7. Contribute to society through the
knowledge and application of diverse disciplines.
2. Cultural Diversity
GELO 8. Describe and compare diverse cultures
and societies.
Note regarding General Education
A course that fulfills one or more requirements in general
education or major can only satisfy one requirement.
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General Education Requirements
(cont. on next page)
Cat.
Description
Subcategories
Courses
Course Number
Course Title
A
English Language
Communication &
Critical Thinking
9 total units
A1. Written Communication
3 units
ENG 111
English Composition
ENG 314
Writing for Healthcare Professionals
A2. Oral Communication
3 units
COM 111
Public Speaking
A3. Critical Thinking
3 units
ENG 112
Critical Thinking and Text Analysis
B
Scientific Inquiry &
Quantitative Reasoning
10 total units
B1. Physical Sciences
4 units
CHM 100
Basic Chemistry with lab
BMS 140
General Chemistry I
PHY 250
General Physics I
B2. Biological Science
3
-4 units
BMS 100
Human Biology
BMS 130
General Biology I
BSPH 310
Physiological and Lifestyle Basis of Disease
B3. Math/Quant. Reasoning
3 units
MTH 126
College Algebra
MTH 130
Pre- Calculus
MTH 150
Statistics for research
C
Arts and Humanities
9 total units
C1. Arts
3 units
ART 131
Health and Creative Arts
C2. Humanities
3 units
COM 131
Introduction to Spanish
COM 231
Spanish for Health Care
HUM 231
Introduction to Humanities I
HUM 232
Introduction to Humanities II
HUM 233
Cultural Diversity in Contemporary Literature
HUM 330
Philosophy & Health
HUM 335
Literature of Health
C3. 1 course of C1 or C2
3 units
ART 131, COM 131, COM 231, HUM 231, HUM 232,
HUM 233, HUM 330, HUM 335
D
Social Sciences
6 total units
Any courses in Category D
HIS 141
United States History
POL 141
United States Government
PSY 141
General Psychology
PSY 350
Psychopathology
PSY 351
Human Development
PSY 415
Human Sexuality
PSY 425
Health Psychology
SOC 141
Introduction to Sociology
E
CDU
- Diversity, Service,
Community Health, and
Professional
Development
CDU 3 total units
Any course in Category E
BMS 201
Social Justice and Leadership Seminar 1
BMS 450
Ethics in Biomedicine
BSPH 202
Health Disparities, Equity and Social Justice
BSPH 203
Community Health Education and
Communication
BSPH 403
Foundations of Global Health
COM 131
Introduction to Spanish
COM 231
Spanish for Healthcare Professionals
COM 315
Cross Cultural Communication in Healthcare
CPU125/ILR101
Computer Application and Info Literacy
ENG 314
Writing for Health Care Professionals
HUM 233
Cultural Diversity in Contemporary Literature
NUR 417
Public, Community and Global Health Nursing
PSY 310
Personal and Professional Development
PSY 460
Community Psychology
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Cat.
Description
Subcategories
Courses
Course Number
Course Title
F
Ethnic Studies and
Interdisciplinary
Approaches to
Healthcare
3 total units
Any course in Category F
BSPH 101
Introduction to Public Health
BSPH 303
Comparative Health Systems
BSPH 401
Health Policy, Leadership and Ethics
BSPH 402
Ethnic Studies in Public Health
COM 231
Spanish for Healthcare Professionals
COM 315
Cross Cultural Communication in Health Care
ENG 314
Writing for Health Care Professionals
HUM 233
Cultural Diversity in Contemporary Literature
HUM 330
Medical Philosophy I (Philosophy of Health)
HUM 335
Literature of Health
NUR 415
Health Care Policy and Aging
PHE 352
Health Dynamics & Cultural Diversity
PSY 180
Psychology of Addiction
PSY 350
Psychopathology
PSY 351
Human Development
PSY 415
Human Sexuality
PSY 425
Health Psychology
PSY 460
Community Psychology
See the Course Descriptions
section for more information about the courses above. Contact your Program Director to find out
about possible options to distribute unit credits for General Education classes between General Education requirements and
specific program requirements.
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Associate of Science, Radiologic Technology
Program Director: Eugene Hasson, MS, RT, (R)
Location: W.M. Keck Building
Telephone: (323) 563-5835
The Associate of Science degree program in Radiologic
Technology serves as the foundation for a Bachelor of
Science degree in Radiologic Science (BSRS), BSRS with a
Computed Tomography Certificate option or a Computed
Tomography Certificate. It is designed to prepare the
student for employment as an entry-level radiologic
technologist after 21 months of didactic and clinical
education. The program also provides the necessary
prerequisite courses for a Bachelor of Science degree in
Radiologic Science (BSRS) Program. It also provides the
necessary prerequisite courses for the BSRS Computed
Tomography (CT) degree program or the Computed
Tomography (CT) certificate program at CDU.
The primary duties of a radiologic technologist include
operating imaging equipment, ensuring radiation safety
from unnecessary exposure for the general public and
themselves. Technologists perform clinical procedures to
produce X-ray studies for the diagnosis and treatment of
injury and disease. Other duties include HIPAA compliance,
financial stewardship, protection of patient rights and
maintaining medical records. Technologists also position
patients, determine safe technical factors, process images
and assist in the performance of advanced imaging
procedures and initiating basic life- support techniques as
necessary. Radiologic technologists provide patient
services using imaging equipment as directed by
physicians. Professional competence requires that
radiologic technologists apply knowledge of anatomy,
physiology, positioning, radiographic technique and
radiation protection to produce body images.
Radiologic technologists must exercise independent
judgment and critical thinking skills in the performance of
imaging procedures and must be able to communicate
effectively with patients, other health professionals and
the general public. Graduates are eligible to practice as
radiologic technologists after successful completion of the
ARRT certifying examination.
Professional courses are arranged and must be completed
in sequence. Progression toward and completion of the
Associate Degree requires the attainment of a minimum
grade of “C” in all professional courses.
Didactic and clinical professional courses are designed in a
manner consistent with the standards and curriculum
models outlined by the American Society of Radiologic
Technologists (ASRT).
Students are required to wear a regulation uniform during
clinical assignments. Students must provide their own
transportation to all facilities and must be willing to travel
60 miles each way to the various clinical sites. Clinical site
locations currently extend from Los Angeles County to San
Bernardino County. Clinical hours vary from 5:00 am to
11:30 pm. The attendance policy for the program and
university is strictly enforced.
All students are required to pass a physical exam, drug test
and background check before entering the program. If at
any time before or after acceptance into the program the
student’s conduct, physical or emotional health is such
that there is potential threat to themselves, the well-being
of patients, fellow students, faculty and/or staff, the
applicant will be denied admission to, or withdrawn from,
the program. In addition to the policies and standards of
Charles R. Drew University of Medicine and Science,
College of Science and Health, the Radiologic Technology
Program has policies and procedures based on the
professional standards and guidelines of the state of
California, accrediting bodies and committees. These
additional policies and procedures are listed in the
programs’ Student Handbook and are reviewed each
semester with students during all professional courses. All
program policies, including the pregnancy and radiation
safety and protection policy, are in the Radiologic
Technology Programs’ Student Handbook and the
Radiologic Technology Programs’ Clinical Handbook.
Lambda Nu National Honor Society
The Lambda Nu national Honor Society for the radiologic
and imaging sciences was established at Charles Drew
University of Medicine and Science, College of Science and
Health, Los Angeles, California on November 18, 2004.
CDU is the first Chapter in California.
Lambda Nu uses the upper-case Greek characters Λ and Ν
to represent the inverse relationship and delicate balance
required between the art and the science inherent in the
radiologic and imaging sciences professions of
radiography, radiation therapy, nuclear medicine,
diagnostic medical sonography, cardiovascular-
interventional technology, mammography, computed
tomography, magnetic resonance imaging, quality
management, and bone densitometry.
The purpose of this Chapter is to:
• Foster academic scholarship at the highest
academic levels
• Promote research and investigation in the
radiologic and imaging sciences
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• Recognize exemplary scholarship
Program Mission Statement
To educate entry-level radiologic technologists who assist
in providing high quality healthcare with excellence and
compassion by producing diagnostic images through the
knowledge and application of radiologic science.
Goals and Program Student Learning Outcomes
Goal #1: Graduate students who will be clinically
competent.
Student Learning Outcomes:
• Students will apply accurate positioning skills.
• Students will select appropriate technical factors.
• Students will use appropriate radiation protection
measures.
Goal #2: Graduate students who will be able to
demonstrate communication skills.
Student Learning Outcomes:
• Students will demonstrate oral communication
skills.
• Students will demonstrate written communication
skills.
Goal #3: Graduate students who will demonstrate problem
solving and critical thinking skills.
Student Learning Outcomes:
• Students will successfully complete all laboratory
experiments.
• Students will adapt to non-routine positioning
situations.
Goal #4: Graduate students who are ethical and
professional.
Student Learning Outcomes:
• Graduates will demonstrate professionalism upon
employment.
• Students will learn how to protect patient
information.
• Students will develop a professional portfolio.
• Students will explore professional growth
opportunities
Accreditation
The Radiologic Technology program is accredited by:
The Joint Review Committee on Education in Radiologic
Technology (JRCERT)
20 N. Wacker Drive, Suite 2850
Chicago, IL 60606-3182
Tel: (312) 704-5300 Fax: (312) 704-5304
Website: www.jrcert.org
Approval
The Radiologic Technology program is approved by:
The State of California
Department of Public Health
Radiologic Health Branch
MS 7610
1500 Capital Avenue, 5th Floor, Bldg 172
Sacramento, CA 95814-5006
Tel: (916) 327-5106
Website: http://cdph.ca.gov/rhb
Program Specific Requirements
• Equipment and Supplies Fee $300 (one-time)
• Annual Clinical Fee $1,000
• Mandatory 3-day program orientation
• Mandatory CPR class (all new students)
• Parking fees (if any)
• Program admission interview
• Ability to lift 40 pounds without assistance
• Copy of titers showing immunity against measles,
mumps, rubella (MMR) and varicella or titers, and
tetanus
• Hepatitis B vaccination
• Annual proof of a negative tuberculosis skin test
or Chest X-ray if skin test is positive (Annual
Requirement) or QuantiFERON TB Blood Test to
avoid x-ray exam.
• Annual influenza vaccination
• Current COVID 19 vaccination and/or Booster
• Proof of health-care insurance
• Pass a physical examination conducted by a
licensed healthcare provider (applicants are
responsible for covering any expenses for a
physical examination)
• Visual and/or hearing impairments must be
correctable with appropriate devices
• Completion of the required college-level courses
from a regionally accredited college or university
with a minimum grade of “C”
• Successful completion of a drug screening
• Completion of a Live Scan (convictions may not
disqualify applicant)
Applicants with convictions must complete an Ethics
Review Pre-application through ARRT before entering the
program or six months before program completion.
It is the responsibility of the applicant to verify receipt of all
transcripts and completion of application file. Applications
are reviewed in the order they are received.
Technology
All students must have access to a computer with
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webcam, speakers, a microphone (or headset), and have
internet connectivity. If you have challenges with
accessing the necessary technology, please contact the
Office of Student at studentservices@cdrewu.edu as soon
as possible. For technical support, please contact the
Blackboard Helpdesk at 1-800-CDU-HELP or
http://cdrewu.libguides.com/sesc
.
For lectures, Teams, Zoom and/or Blackboard Collaborate
will be used. Each of these applications must be installed
and accessible. During lectures, all students must have
their cameras on at all times. Quizzes and exams will be
administered via Blackboard using the Proctorio proctoring
service. The Proctorio Chrome extension should be
installed on the students’ computer
https://proctorio.com/support/setup
.
Appeals
Any applicant who does not meet the entrance
requirements may write a letter of appeal to the
Radiologic Technology Appeals Committee stating why the
applicant feels the application should be reconsidered.
Please refer to the Appeal of Admission’s Decision section
of the Catalog.
Send the appeal to:
Attn: Office of Admissions
Charles R. Drew University of Medicine and Science
1731 E. 120th St.
Los Angeles, CA 90059
Grievance Policy
The Grievance Policy with a timeline is stated in the
University Catalog and is also located in the Program Policy
and Procedure Manual.
Technical Standards
Radiography requires proficiency in the application of
technical knowledge and the operation of specialized
equipment in a competent and safe manner. In addition,
the technologist must be able to provide physical care and
emotional support to patients during the radiographic
procedures.
1. Visual Acuity
2. Auditory Perception
3. Communication
4. Gross and fine motor skills
5. Intellectual ability to measure, calculate, reason,
analyze, and evaluate as required for direct
patient care.
6. Comprehension of three-dimensional and spatial
relationships.
7. Emotional stability
8. Social attributes to allow the development of
mature, sensitive and effective relationships with
patients, faculty, co-workers and administration.
The Technical Standards for admission have been
established as a guidance tool for use in realistically
informing the student of minimum standards needed to
satisfactorily function in the program and ultimately in the
profession.
General Information and Retention
Professional courses are arranged and must be completed
in sequence. Progression toward and completion of the
Associate Degree requires the attainment of a minimum
grade of “C” (75%) in all professional RAD courses.
Students will be placed on academic warning if they fail to
obtain a “C” (75%) in all RAD courses.
A student who is on “academic warning” may apply for
readmission to that program or any other after one
calendar year following the warning. A new study plan will
be filed; any student who wishes to use previous course
work must have it approved by the Radiologic Technology
Program.
Students can only fail one course during the academic
program and the course may only be repeated one time. A
student who fails more than one course or a clinical
component may not continue in the radiologic technology
program. All attempted courses and earned grades at
Charles R. Drew University College of Medicine and
Science will appear on the students’ permanent academic
record. Only when a course is repeated for a second time
that the grade from the second attempt will be used to
replace the original one in the overall GPA calculation.
The Radiologic Technology Program will dismiss a student
who is on “academic warning” if the student does not, or
cannot, raise all RAD core coursework GPA to 2.5 (75%) in
each course. A dismissal will prevent the student from
further enrollment in the University.
Eighty-four (84) units are required to complete the
Associate of Science Degree.
All courses in the Radiologic Technology program are to be
taken for a letter grade.
Health Insurance Portability and Accountability
Act (HIPAA)
Students will learn and be certified in HIPAA practice.
Ethics (ARRT)
Ethics are mandatory standards of minimally acceptable
professional conduct for all present Registered
Technologist and Candidates. The Standard of Ethics can
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be viewed at www.arrt.org.
Professional Course Curriculum (54 Units)
RAD 102
Introduction to Radiologic Technology
3
RAD 103
Radiographic Positioning I w/Lab
3
RAD 104
Radiographic Positioning II w/Lab
3
RAD 105
Methods of Patient Care
3
RAD 106
Radiographic Positioning III w/Lab
3
RAD 107
Introduction to Radiography Physics
3
RAD 112
Principles of Radiation Exposure I
3
RAD 113
Principles of Radiation Exposure II
3
RAD 120
Clinical Practicum I
3
RAD 130
Clinical Practicum II
3
RAD 140
Clinical Practicum III
4
RAD 209
Radiographic Positioning IV w/Lab
3
RAD 215
Advanced Radiographic Procedures
3
RAD 216
Principles of Radiation Exposure III
3
RAD 217
Sophomore Seminar II and
Certification Preparation
6
RAD 220
Clinical Practicum IV
3
RAD 230
Clinical Practicum V
2
Professional courses taken at other institutions will not be
accepted.
ENG 111
English Composition (*A)
3
COM 111
Public Speaking (*A)
3
MTH 121
Elementary Algebra or higher (*B)
3
ILR 101
Information Literacy and Research
Methods (*B)
1
CPU 125
Information Literacy and Computer
Applications (*B)
2
ART/HUM
ART or Humanities* (*C)
3
HIS 141
SOC 141
U.S. History (Post 1896) (*D)
Sociology (*D)
3
3
COM 231
Spanish for Healthcare Professionals
(*E)
3
PHE 250
Community Health Issues (*E)
2
PHE 255
Sophomore Health Sem and Cap. (*E)
1
COM 131
Introductory Spanish (UE)
3
Unit Total
84
(*A) Fulfills University GE requirements in Category A
(*B) Fulfills University GE requirements in Category B
(*C) Fulfills University GE requirements in Category C
(*D) Fulfills University GE requirements in Category D
(*E) Fulfills University GE requirements in Category E
(UE) Unrestricted Elective must be taken in residency (3 units)
** Information Literacy and Research Methods component,
ILR 101 must be taken at CDU for 1 unit.
For a complete listing of general education requirements, see
“General Education” in the Catalog.
Advising
The Radiologic Technology Advisors assist students every
semester in planning course schedules, evaluating
previously completed general education courses, etc.
Remediation Policy
Remediation plans, although not a component in every
course, may be implemented to assist students who are
finding it difficult to succeed in a course and in the
program. Remediation also helps students improve skills
necessary for success.
Students who are below 75% (“C”) after their first exam in
any professional course are required to complete a
remediation plan with the instructor. The remediation
plan addresses the course material, tutoring, course
objectives, assessment, and action plan.
Specific details regarding a student’s individual
remediation plan are determined by the program faculty.
Failure by the student to successfully complete a
prescribed remediation plan may result in failure to earn a
passing grade in the course and denial of readmission into
the program. Refer to course syllabus for specific
remediation policy details.
Misdemeanor or Felony Disclosures
In the event that an applicant has been convicted of a
crime, licensure may be denied. This is determined by the
Ethics Committee of the American Registry of Radiologic
Technologists (ARRT).
An individual who has been involved in a criminal
proceeding or who has been charged with or convicted of
a crime, other than juvenile convictions, should file a pre-
application with the ARRT prior to program admission or, if
admitted, six (6) months before completing the program.
This will determine their eligibility for certification and
registration. A charge or conviction of, a plea of guilty to,
or a plea of nolo contendere (no contest) to an offense
which is classified as a misdemeanor or felony constitutes
a conviction for ARRT purposes. This procedure may
enable the individual who has been involved in a criminal
proceeding or has a criminal conviction avoid any delays or
possible ineligibility in processing an Application for
Examination that is made at the time of graduation from
an approved program. Information is available at
https://www.arrt.org/Ethics/. Some convictions will
permanently disqualify applicants from obtaining
credentials.
All applicants must complete a background check at their
expense. A conviction does not automatically disqualify an
applicant. Each case will be reviewed separately. A
disclosure notice must also be completed after being
accepted into the program.
Admission to the Program
Admission to the program is highly selective and the
number of students accepted will depend on the number
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of clinical site openings. Admission will also depend on an
objective and subjective interview.
Computer Tomography Certificate Program
Program Director: Eugene Hasson, MS, RT, (R)
Location: W.M. Keck Building
Telephone: (323) 563-5835
The Computed Tomography certificate program provides
imaging professionals with the foundational education
necessary to advance into various career possibilities,
including advanced imaging modalities, graduate degrees,
and professional advancement into entry management,
education, and informatics positions with an emphasis in
Computed Tomography (CT).
Students in this program will graduate with a certificate of
completion in Computed Tomography.
The CT program offers the certified Radiologic
Technologist, the opportunity to receive a certificate in
two semesters.
All coursework and clinical practice must be completed
and documented to receive a certificate of completion.
Appeals
Any applicant who does not meet the entrance
requirements may write a letter of appeal to the
Radiologic Technology Appeals Committee stating why the
applicant feels the application should be reconsidered.
Please refer to the Appeal of Admission’s Decision section
of the Catalog. Send the appeal to:
Attn: Office of Admissions
Charles R. Drew University of Medicine and Science 1731
E. 120th St. Los Angeles, CA 90059.
Grievance Policy
The Grievance Policy with a timeline is stated in the
University Catalog and is located in the student handbook.
General Information
All Radiologic Science courses must be completed with a
minimum grade of “C” (75% or better) before the student
can enroll in subsequent semester courses.
All courses in the Radiologic Technology program are to be
taken for a letter grade.
All RAD courses expire in twenty-four (24) months.
Therefore, students must apply and pass the computed
tomography exam within twenty-four (24) months.
Curriculum
1
st
Semester
Course #
Course Title
Units
RAD 400
Cross Section Anatomy
3
RAD 404
Computer Tomography
3
Semester Unit Total
6
2
nd
Semester
Course #
Course Title
Units
RAD 405
Cross Section Pathology
3
RAD 406
Computer Tomography Clinical
Practicum
8
Semester Unit Total
11
Total Units for Certification
17
Program Goals and Program Student Learning
Outcomes
Upon graduation from the program, students will be able
to:
Goal A – Broaden student knowledge and skills in
advanced imaging modalities.
PLO1. Demonstrate specialized knowledge of imaging
using computed tomography (CT) and positron emission
tomography – computed tomography (PET-CT).
PLO2. Describe appropriate technical factors and safety
measures while applying accurate positioning skills for CT,
and PET-CT.
Goal B – Deepen student core competencies within the
context of advanced imaging healthcare professions.
PLO3. Prepare written reports on atypical cases in
advanced imaging and present the reports orally.
PLO4. Use problem-solving and critical thinking skills in
advanced imaging to identify and explain non-routine
examinations.
Goal C – Enrich student professionalism and research skills
in support of leadership abilities.
PLO5. Demonstrate and explain professional and ethical
behavior in a leadership capacity.
PLO6. Apply research methods to investigation of a
community health issue pertinent to radiologic science.
Community Service Learning Requirement
Through service learning, students will develop an
understanding of the needs of the community and the
people residing therein. They will experience making a
difference in the lives of those in need. Students must
complete a minimum of 40 hours of community service
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University Catalog | 2023 - 2024
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learning and document their experience in a minimum two
page report. Students are encouraged to discuss their
options with their faculty advisor.
Bachelor of Science, Biomedical Sciences
Department Chair: Jorge N. Artaza, MS, PhD
Location: W.M. Keck Building, Room 222
Telephone: (323) 563-4915
Website: https://www.cdrewu.edu/cosh/BS-BMS
The Bachelor of Science (BS) degree in Biomedical Sciences
prepares students for entry into graduate and professional
programs in medicine, osteopathic, podiatry, optometry,
physical therapy, physician assistant, nursing, pharmacy,
or dentistry. In addition, the BS program prepares students
for masters and doctoral programs, scientific research, and
employment in biomedical laboratories and/or biotech
companies. The program offers a multidisciplinary study of
health and diseases and particularly the biological and
molecular sciences that constitute the foundation of
modern medicine.
The BMS program provides preparation for professional
and graduate school examinations and access to relevant
extracurricular activities such as community service and
research opportunities with experienced faculty members.
The Mission
The mission of the Department of Health and Life Sciences
is to provide an integrated program of learning, research,
leadership training and community service in order to
prepare graduates to pursue their goals for professional
and advanced degrees in healthcare or biomedicine. This
will be accomplished by discovery, dissemination and
application of knowledge in the Biomedical Sciences field,
and by educating and training undergraduate, graduate,
professional and post-graduate students.
Program Objectives/Student Learning Outcomes
Students are immersed in a structured comprehensive
curriculum that prepares students for careers in health
professions by offering courses and laboratory work. In
addition, the core curriculum with pillars in global
experience, social justice, health polices, and research
opportunities develop a unique graduate with
fundamental problem solving, critical thinking, writing and
communication skills. Our students graduate with the
scientific knowledge and cultural sensitivity to pursue
careers or post graduate education in the health
professions.
Graduates with a Bachelor of Science in Biomedical
Sciences are able to:
Knowledge:
• Apply biomedical science competencies to solve
scientific problems;
• Demonstrate competency in written and oral
communication;
• Develop critical thinking skills for applying
scientific knowledge in problem-solving strategies.
Skills:
• Show proficiency to conduct experiments and
analyze and interpret results;
• Demonstrate scientific leadership skills.
Attitude:
• Demonstrate social and ethical judgment in
science;
• Demonstrate competency in the use of
technology to obtain valid scientific information.
Program Highlights
Small Class Size – Each year a new class of up to 40
students is accepted to the program.
Doctoral and Master Level Instructors – Courses are taught
by doctoral and master level faculty with a long teaching
experience who are experts in their fields.
Mentored Research Experience embedded in the
curriculum – Students work on independent research
projects with faculty skilled in mentoring young scientists.
Students will be assigned to a research mentor based on
their interest and on five research pillars in the area of
cancer, cardio-metabolic, HIV/AIDS, mental health and
health policy that makes research at CDU a unique
experience. In addition, students in the Department of
Health and Life Sciences will have access to state-of-the-
art techniques in microscopy, computer imaging,
electrophysiology, biochemistry, and molecular biology to
investigate important problems in biomedicine what will
complement their research experience with their mentors.
Clinical Experience – Students will have the opportunity to
shadow or obtain clinical experience depending on their
track of choice.
Development of Strong Ethical, Social Justice and
Leadership Qualities — In accordance with the University’s
mission, the Biomedical Sciences program fosters and
develops strong ethical values in students through
leadership training and service to the community.
Preparation for Graduate and Professional School
The Biomedical Sciences degree is designed to prepare
students for post- graduate programs in the various health
professions.
Individualized Attention/ Curriculum — Students will have
CHARLES R. DREW UNIVERSITY
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University Catalog | 2023 - 2024
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the opportunity to work closely with professors and
researchers in a small class environment. Students will
have many opportunities to:
• Interact with academic counselors and
departmental staff;
• Advance communication skills through special
workshops;
• Receive personalized academic advisory, career
exploration assistance and graduate school
interview preparation with career advisors,
Students can take upper division courses and electives
based on their career of interest with tracks on Pre-
Medicine, Pre-Nursing, Pre-Dentistry, Pre-Pharmacy, Pre-
Physician
Application
The Department of Health and Life Sciences accepts
applications for the Biomedical Sciences undergraduate
program in the Fall, Spring, and Summer until classes are
filled. See Application Deadlines and
https://www.cdrewu.edu/admissions/deadlines-
admission-and-financial-aid.
Program Admission Requirements
The Department of Health and Life Sciences accepts
applications for the Biomedical Sciences undergraduate
program from freshman and transfer students. Students
can transfer a maximum of 63 units to the program.
Matriculation Requirements
Upon admission all incoming students (freshman and
transfers) must take a placement exam in Math, English,
Biology, and Chemistry
Requirements for the Major (120 units)
The Bachelor of Science degree in Biomedical Sciences
requires:
• 40 units General Education and core university
courses
• 51 units Lower and Upper Division required
courses and electives courses for the major
• 29 units lower or upper division Electives courses
depending on the track of choice: Pre-Medicine,
Pre-Nursing, Pre-Dentistry, Pre-Pharmacy, Pre-
Physician Assistant, Pre-Optometry, Pre-Physical
therapy and Pre-Podiatry .
• All classes are to be taken for a letter grade
The lower division core curriculum provides a strong
foundation in basic sciences, in addition to the unique CDU
core themes to prepare our graduates to disseminate the
CDU mission. The CDU advantage includes core courses
on cultural diversity education, global comparative health
disparities, underserved community engagement, and
sociopolitical dynamic of health embedded in the
Biomedical Sciences curriculum.
The upper division curriculum is tailored to individual
career goals, such as pre-medicine, pre-nursing, pre-
physician assistant, pre-pharmacy, pre-physical therapy
and pre-dentistry.
Courses marked with a * will fulfill category B for General
Studies (8 units)
Successful completion of the major requires a minimum C
(2.0) overall grade point average.
Courses marked with ** are aligned to CDU advantage and
the ILOS—
• Research Experience
• Global Experience
• Social Justice
• Community Engagement
Curriculum
General Education (review GE section for more info)
Cat.
Discipline
Units
A
English Language Community & Critical Thinking
9
B
Scientific Inquiry & Quantitative Reasoning
10
C
Arts & Humanities
9
D
Social Sciences
6
E
CDU – Diversity, Service, Community Health, &
Professional Development
3
F
Ethnic Studies & Interdisciplinary Approaches to
Healthcare
3
Unit Total
40
Required Courses for the Major
Course #
Course Title
Units
BMS 130L/
131L
General Biology w/ Lab Part I and II* B 4,4
BMS 140L/
141L
General Chemistry w/ Lab Part I and II * B 4,4
BMS 201 Social Justice and Leadership Seminar 1
BMS210/21
1L
Organic Chemistry w/ Lab part I and II 4,4
MTH 150 Statistics for Research 3
MTH 130 Pre-Calculus 3
MTH 230 Calculus I (required pre-med) 3
BMS 365 Neuroscience and Behavior 3
BMS 303L Biochemistry w/ Lab 4
BMS310L/
311L
Anatomy and Physiology w/Lab parts I and II 4,4
BMS 320L General Microbiology w/ Lab 4
BMS 450 Ethics in Biomedicine 1
Lower Division Elective Courses
Course #
Course Title
Units
BMS 155
Introduction to Physical Therapy
2
BMS 113 Medical Terminology 3
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BMS 260 Pharmacy calculations 3
NTR 220 Principles of Nutrition 3
MTH 231 Calculus II 3
PHY 250L General Physics I w/ Lab *B (required pre-med) 4
PHY 251L General Physics II w/ Lab (required pre-med) 4
BMS 299 Independent Study 1-2
Upper Division Elective Courses
Course #
Course Title
Units
BMS 333
Cellular and Molecular Biology
3
BMS 350
Kinesiology
3
BMS 368L Fundamentals of Biotechnology 4
BMS 400 Social Justice and Leadership Seminar II 1
BMS 401 Pharmacology 3
BMS 405L Immunology w/ Lab 3
BMS 410 Human Genetics 3
BMS 425 Human Embryology 3
BMS 444 Clinical Immunology and Hematology 3
BMS 453 Biophysics 3
BMS 455 Diagnostic skills/simulations 1
BMS 475 Evolutionary Medicine 3
BMS 480 Global Oral Health 3
BMS
495/496
Integrative Biomedical Sciences exam
preparation-MCAT
2,2
BMS 497
Integrative Biomedical Sciences exam
preparation-HESI
2
BMS 498 Research Project
1
BMS 499 Research Project 2
Research Requirement
By the time of graduation, students will be required to
provide evidence of satisfactory research experience for at
least one semester. Students may enroll in BMS 498 (1
unit) or BMS 499 (2 units) in any semester preferably
during junior year or during the summer. Students may
opt to take BMS 368L to fulfill their research requirement
(4 units).
Example: Four-year Plan of Study; Pre-Med Track
YEAR 1
Semester
Course
Course Name
Units
Fall
BMS 130-L
General Biology I with lab*
4
BMS 140-L
General Chemistry with lab*
4
COM 111
Public Speaking
3
BMS 201
**Social Justice and
Leadership Seminar
1
ILR-101
Information Literacy
1
CPU 125
Intro to Computers
2
Total units:
15
Spring
BMS 131-L
General Biology II with lab *
4
BMS 141-L
General Chemistry with lab *
4
ENG 111
English Composition
3
MTH 230
Calculus I
3
PHE 250
Community Health Issues **
2
Total units:
16
Summer
ENG 112
Critical Thinking
3
ART-131
Health and Creative Art **
3
POL 141
United States Government
3
HIS 141
United States History
3
Total units:
12
YEAR 2
Semester
Course
Course Name
Units
Fall
PHY 250-L
General Physics I with Lab *
4
BMS 210-L
Organic Chemistry I with Lab
4
BMS 365
Neuroscience and Behavior
3
COM 131
Intro to Spanish
3
PSY 141
Intro to Psychology
3
Total units:
17
Spring
PHY 251-L
General Physics II with Lab *
4
BMS 211
Organic Chemistry with Lab
4
MTH 150
Statistic for research*
3
COM 231
Spanish for Healthcare
Professionals
3
Total units:
14
YEAR 3
Semester
Course
Course Name
Units
Fall
BMS 410
Human Genetics
3
BMS 303 L
Biochemistry with lab
4
HUM 233
Cultural Diversity
3
PSY 351
Human Development
3
Total units:
13
Spring
COM 315
Cross Cultural
Communication in Healthcare
3
BMS 333
Cellular and Molecular
Biology
3
BMS 401
Pharmacology or elective
3
BMS 499
Research Project**
2
Total units:
11
YEAR 4
Semester
Course
Course Name
Units
`Fall
BMS 320L
Microbiology with Lab
4
BMS 310L
Anatomy and Physiology I
with Lab
4
BMS 495
Integrative Biomedical
Science exam prep II
2
HUM 330
Philosophy & Health
3
Total units:
13
Spring
BMS 311L
Anatomy and Physiology II
with Lab
4
BMS 496
Integrative Biomedical
Science exam prep II
2
BMS 450
Ethics in Biomedical
Sciences**
1
PHE 450
Senior Health Seminar and
capstone**
1
BMS 453
Biophysics
3
Total units:
11
Community Service Requirement
Through service, students will develop an understanding
of the needs of the community and experience the joy of
making a difference in the lives of those in need. Students
must complete a minimum of 100 hours of community
service. Students are encouraged to discuss their options
with their faculty advisor.
Policies
Probation Status
A student on probation will be required to repeat and
successfully complete the courses the following year when
the courses are offered again, and accordingly. Probation
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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will be lifted when the student successfully completes the
repeated courses. A student on probation who fails
another course will be administratively dropped from the
program, but will be given the option to re-apply to the
program the following academic year.
Probation may be considered by the BSBMS program for
the following reasons, but is not limited to:
• Obtain a GPA below 2.0 in two consecutive
semesters.
• The student is in violation of the program, college,
or university’s behavioral or professional
standards.
• Failure to comply with any BSBMS program
policies or regulations.
The probation status will continue until the student is
either in a good academic standing and/or has met the
behavioral standards of the program. The student will be
notified in writing of his/her probationary status. The
minimum standard(s) required to remove this
probationary status will be stated in the notice of
probation to the student.
Termination/Dismissal of the Program
A student may be terminated/dismissed from the BMS
program if one or more of the following occurs:
• Record of excessive absences (three or more
absences in one class) and / or tardiness
• Unsatisfactory removal of two “Incomplete”
grades
• Demonstrates inappropriate or disrespectful
conduct toward faculty, staff and/or student
peers;
• Fails to demonstrate ethical conduct.
Petition for Reinstatement
Upon receipt of a termination notice, a student who
believes there are extenuating circumstances that led to
the noted deficiencies may submit a written request for
reinstatement into the program. Requests must be made
within ten (10) working days after receipt of the program’s
notice of termination. Once the program receives a
reinstatement request, the following process will occur:
1. The student shall submit a written petition
explaining the extenuating circumstances leading
to the notice of termination;
2. The Program Director will constitute a
Reinstatement Review Committee consisting of
three (3) faculty. The Reinstatement Committee
will meet within five (5) working days following
receipt of the student’s written petition;
3. The committee shall deliberate in private and
transmit its recommendations to the Program
Director within five (5) working days following the
reinstatement meeting;
4. The program Director shall consider the
Reinstatement Review Committee’s
recommendation and provide written notification
to the student and the committee of his/her
decision within three (3) working days of receipt
of the committee’s recommendation.
Students who are reinstated, as a result of their appeal,
but who subsequently violate the above policies are
automatically and permanently terminated from the
program without an additional opportunity to request
reinstatement.
Make Up Exams
Student will only be allowed to makeup an exam with
proper documentation.
Special Needs Learners
Students having special needs due to learning disabilities,
language, or other factors that may affect achievement
should make special needs known to the instructor during
the first week of the course. For students with disabilities
who choose not to notify the instructor of their situation in
a timely manner, no guarantee of satisfactory
accommodations can be made. Substantiation of the
learning disability is the student’s responsibility.
Any student who has a disability that might prevent
him/her from fully demonstrating their abilities should
meet with the ADA advisor as soon as possible to initiate
disability verification and discuss accommodations that
may be necessary to ensure your full participation in the
successful completion of the program.
Bachelor of Science, Public Health in Urban
Health Disparities
Department Chair: Sondos Islam, PhD, MPH, MS
Location: W.M. Keck Building, Room 225
Telephone: (323) 563-5890
Website: https://www.cdrewu.edu/cosh/BSPH
The Bachelor of Science, Public Health (BSPH) with
emphasis in Urban Health Disparities is nationally
accredited by the Council on Education in Public Health
(CEPH) through 2024 as part of the MPH program
accredited unit. CEPH is the national accrediting body of all
public health programs.
The BSPH program prepares undergraduate students for
the public health workforce and for advanced further
education in health profession disciplines such nursing,
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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medicine and other health professional fields. Grounded
in the understanding that structural and social inequalities
impact health outcomes in historically disadvantage and
under-resourced communities, the BSPH program aims to
provide the next generation of scholars and practitioners a
rich educational foundation that integrates theoretical,
applied, and social justice knowledge.
The BSPH program offers a rich public health curriculum
that integrates the foundational public health domains
including public health core values, concepts and
functions, population and human health, the social
determinants of health, health systems, health policy, law,
ethics and economics, evidence-based research methods
and hands-on experience, and health communication
skills, all of which enhance our graduates’ ability to
translate and apply the newly gained public health
knowledge and skills to public health practice.
Upon completion of the degree, BSPH graduates will be
equipped to addressed health disparities, health equity,
and socio-environmental justice issues prevalent in urban
under-resourced communities. BSPH graduates can pursue
employment in local, state and national public health
agencies and organizations, social and health service
sectors, not-for profit community-based organizations
(CBOs), and be highly prepared to pursue further health-
related graduate education.
Accreditation
The BSPH program is part of the Masters of Public Health
(MPH) program unit accredited by Council on Education
for Public Health (CEPH) through 2024.
BSPH Program Vision
To advance social justice through public health education
that addresses health disparities and promotes health
equity among historically marginalized communities.
BSPH Program Mission
To provide a social justice-centered public health training
with a focus on racially and ethnically diverse students to
address health disparities and advance health equity in
historically marginalized communities, including South Los
Angeles.
BSPH Program Goals
• Instructional Goal: To provide a social justice-
centered public health education that focuses on
structural competency and social determinants of
urban health disparities.
• Research Goal: To address urban health disparities
and advance health equity through research.
• Service Goal: To support the development of a
community-engaged and social justice-centered
public health workforce.
BSPH Program Values
Through its pursuit of exemplary education, service and
research, CDU’s BSPH Program in Urban Health Disparities
embraces and commits to the following values:
Social Justice and Health Equity
We believe that health, wellness, and a good quality of life
are a fundamental right for all individuals irrespective of
socioeconomic status, gender, sex, or racial/ethnic origin.
Our curriculum focuses on and addresses the social,
economic, environmental, and cultural contributors to
health and disease inequities in underserved communities;
it emphasizes public health prevention/intervention
programs, issues of access to public health services, and
advocacy for health equity policy to eliminate health
disparities.
Respect for Cultural Diversity
We recognize and respect the differing beliefs, culture,
and needs of all individuals and the communities in which
they live. We strive to recruit a diverse student body and
diverse faculty to enable an informed interactive
discussion between students and faculty on the value and
effects of various cultural beliefs, and how these may
impact the health and wellbeing of culturally diverse
communities. Diverse values, belief systems, and cultural
influences are embedded in our teaching, research and
community service.
Community Responsibility and Service
We value enhancing the curriculum through active
partnership between the community, students, and faculty
in identifying urban public health issues pertinent to the
community and its needs. Our students are trained to
assess, analyze, and offer solutions to the community’s
health issues in response to its needs, for the promotion of
ethical public health practice in underserved communities.
Excellence, Professionalism, Leadership, and Integrity
We strive for the highest standard of performance by
continually monitoring, assessing, and evaluating the
program’s goals, outcomes/objectives, public health
competencies, and their assessment tools. Our faculty and
students act ethically by commitment to standards such as
leadership, personal integrity, collegiality and excellence in
teaching, scholarship, community service and practice. Our
faculty, staff, and students are compassionate, supportive,
and devoted to furthering these standards. Our faculty
adheres to the highest standards of honesty, fairness,
respect, and professional and scholarly ethics.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 112
BSPH Program Student Learning Outcomes (PSLOs)
Upon degree completion, CDU’s BSPH graduates will have the knowledge and skills to address and apply the following CEPH
Bachelor of Public Health Domains and their aligned BSPH PSLOs.
CEPH PH Bachelor’s Domains
CDU BSPH PSLOs
1- Overview of Public Health: Address the history and
philosophy of public health as well as its core values, concepts,
and functions across the globe and in society.
1- Explain the history, philosophy, values, concepts and
functions of public health across the globe and in society.
2- Role and Importance of Data in Public Health: Address the
basic concepts, methods, and tools of public health data
collection, use, and analysis and why evidence-based
approaches are an essential part of public health practice.
2- Discuss why evidence-based approaches of public
health research methods are essential to address and
assess the health status and quality of life of local,
national and global urban communities.
3- Identifying and Addressing Population Health Challenges:
Address the concepts of population health, and the basic
processes, approaches, and interventions that identify and
address the major health-related needs and concerns of
populations.
3- Identify and discuss major public health challenges for
local, national, and global urban populations.
4- Human Health: Address the underlying science of human
health and disease including opportunities for promoting and
protecting health across the life course.
4- Describe the underlying science of human health and
disease prevention methods to promote the health of
diverse communities across the life course.
5- Determinants of Health: Address the socio-economic,
behavioral, biological, environmental, and other factors that
impact human health and contribute to health disparities.
5- Explain the multi-dimensional determinants of health
and how they impact human health and health disparities
6- Project Implementation: Address the fundamental concepts
and features of project implementation, including planning,
assessment, and evaluation.
6- Apply basic principles of public health program
planning, implementation, assessment and evaluation.
7- Overview of the Health System: Address the fundamental
characteristics and organizational structures of the U.S. health
system as well as to the differences in systems in other
countries.
7- Compare the fundamental characteristics and
organizational structures of the U.S. health system with
those in other countries.
8- Health Policy, Law, Ethics, and Economics: Address the
basic concepts of legal, ethical, economic, and regulatory
dimensions of health care and public health policy, and the
roles, influences and responsibilities of the different agencies
and branches of government.
8-Describe the multiple dimensions of the US policy-
making process, their impact on community health,
including the roles of leadership, ethics and evidence.
9- Health Communications: Address the basic concepts of
public health-specific communication, including technical and
professional writing and the use of mass media and electronic
technology.
9- Communicate audience appropriate public health
content, research and practice using cultural humility
approaches in writing, oral presentation and use of social
media.
Requirements for the Major (120 units)
The BSPH major degree is a 120 credit-hour undergraduate
degree program that can be completed in nine semesters
(including summers). The BSPH degree requirements is
comprised of:
• 45 units of required/core BSPH courses,
• 40 units of GE categories courses (transferred or
in-residency),
• 35 units of electives
• 150 hours of internship/field work experience,
and
• 100 hours of community service.
Please see the General Education (GE) section for
descriptions of the required and elective GE courses, and
the Bachelor of Science-Biomedical Sciences (BMS) section
for a description of the approved BMS elective courses.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 113
BSPH Curriculum
Successful completion of the BSPH major requires a
minimum grade of “C” for all BSPH required and electives
courses. Successful completion of GE courses in categories
C, D, and F, towards the BSPH major require a minimum
grade of “D”. BSPH student may repeat required and
elective BSPH courses in which grades of less than “C”
were earned. If a student repeats a course, both attempts
will appear on the transcript and the grade from the
second attempt will be used in the cumulative GPA
calculations.
† Students are required to complete 150 hours in a domestic or global
internship site, such as a local or international government health agencies,
non-profit community-based organization, and/or faith-based organizations.
BSPH students will apply the knowledge and skills gained in the public health
courses to real world situations. To be prepared for the public health
workforce, internships will usually start in the summer semester after the
completion of third year public health courses and BSPH 307A Domestic &
Global Public Health Internship I.
‡ BSPH students who aspire to pursue further graduate education in nursing,
medicine or physician assistant degrees can substitute BMS 310/311
Anatomy & Physiology w/Lab for BSPH 310 Physiological and Lifestyle Basis
of Disease.
Community Service Requirement
CDU requires that all CDU undergraduate students
pursuing a bachelor degree to complete 100 hours of
community service. Through community service, students
will develop an understanding of the needs of the
community and experience the joy of making a difference
in the lives of those in need. Students are encouraged to
discuss their community service options with their faculty
advisor and complete the community service verification
form available from each faculty advisor.
Bachelor of Science, Psychology
Department Chair: Candice Goldstein, PhD CADC-III
Location: W.M. Keck Building, Room 201
Telephone: (323) 357-3635
The Bachelor of Science in Psychology with an emphasis in
Community Counseling is a 120 credit-hour undergraduate
degree program that can be completed in 8 terms. The
program provides a curriculum to prepare undergraduate
students for a workforce role as a mental health or
substance abuse counselor. The program provides
students the option of completing a field placement in a
substance abuse agency and combined with the
coursework the student would be eligible to apply for
California Credentialing as a Substance Abuse Counselor
through California Consortium of Addiction Programs and
Professionals. The program emphasis is on mental and
behavioral health of diverse populations and underserved
communities. The program also prepares students for
graduate education in psychology, public health, social
work and can meet the prerequisite for Entry Level
Masters in Nursing and Physician Assistant programs
utilizing elective credits.
• Graduates of the program will be prepared for
counseling jobs at the BS degree level in
community agencies.
• Graduates of the program will be prepared to pass
the credentialing exam to become a Certified Drug
and Alcohol Counselor if they complete the
supervised field training (255 hours plus 3 unit
course).
BS in Psychology with an emphasis in Community
Counseling PSLO’s
Knowledge
1. Acquire knowledge of psychological concepts,
theories and methods.
2. Describe psychological and mental health
disorders and the methods applied for prevention
and treatment.
3. Explain the impact of biopsychosocial issues on
the mental health of vulnerable populations.
Skills
1. Translate psychological theories, models and
methods to the practice of community counseling
interventions.
2. Apply interpersonal communication skills in a
psychological context using culturally sensitive
interventions.
3. Demonstrate competence in psychological writing
for case management.
Attitudes
1. Demonstrate understanding of culturally sensitive
interventions with diverse clinical populations.
2. Demonstrate compliance of legal and ethical
principles in psychology.
3. Demonstrate understanding of professional
attitudes for self-reflection as related to the role
Required BSPH Course (45 units)
Units
BSPH 101 Introduction to Public Health
3
BSPH 202 Health Disparities, Equity and Social Justice
3
BSPH 203 Community Health Education &
Communication
3
BSPH 301 Introduction to Epidemiology
3
BSPH 302 Theoretical Principles of Health Behavior
3
BSPH 303 Comparative Health Systems
3
BSPH 304 Introduction to Environmental Health
3
BSPH 306 Research Methods in Public Health
3
BSPH 307A Domestic & Global Public Health Internship I
3
BSPH 307B Domestic & Global Public Health Internship II
(150 hours) †
3
BSPH 310 Physiological and Lifestyle Basis of Diseases ‡
3
BSPH 400 Program Planning, Proposal and Evaluation
3
BSPH 401 Health Policy, Leadership and Ethics
3
BSPH 403 Foundations of Global Health
3
BSPH 410 Public Health Capstone
3
Total Required BSPH Courses
45
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 114
of psychological counselor.
Admission Requirement
Program Admission Requirements: The Bachelor of
Science in Psychology program accepts applications from
freshman and transfer students. Students can transfer a
maximum of 18 units to the program.
Upon admission, students must take a placement exam in
Math, Writing and Reading Comprehension
Requirements for the Major (120 units)
The Bachelor of Science in Psychology degree is a 120
credit-hour undergraduate degree program that can be
completed in eight semesters.
The curriculum is comprised of 53 required GE units (9 of
the units are in residency), an additional 13 units in
Psychology Program Required Courses offered through
General Studies, and 54 units in Psychology Core Program
Courses (6 of the 54 units are elective and required in
residency). In addition, 100 hours of community service-
learning hours are required.
Successful completion of the major requires a minimum C
(2.0) overall grade point average.
Curriculum
General Education
(review GE section for more info)
Course #
Course Title
Units
ART 131
Health and Creative Arts (GE Domain C1)
3
CHM 100
Basic Chemistry with lab
(GE Domain B2)
4
COM 111
Public Speaking
(GE Domain A2)
3
COM 231
Spanish for Healthcare (GE Domain C2)
3
ENG 111
English Composition
(GE Domain A1)
3
ENG 112
Critical Thinking and Text Analysis (GE Domain
A3)
3
HIST 141 or
POL 141
US History or US Government (GE Domain D1a)
3
HUM 330
Medical Humanities I: Philosophy of Health (GE
Domain C3)
3
MTH 150
Statistics for Research (GE Domain B3)
3
PH 202
Health Disparities, Equity and Social Justice (GE
Domain E)
3
PH 310
Physiological and Lifestyle Basis of Disease (GE
Domain B1)
3
PH 402
Ethnic Studies in Public Health (GE Domain F)
3
SOC 141
Intro to Sociology (GE Domain D3)
3
Unit Total
40
Psychology Program Approved* Elective Courses (14 units Required)
Course #
Course Title
Units
BMS 201
Social Justice and Leadership Seminar
1
BSPH 203
Community Health Education & Communication
3
BSPH 306
Research Methods in Public Health
3
BSPH 400
Program Planning, Proposal and Evaluation
3
BSPH 401
Health Policy, Leadership and Ethics
3
BSPH 403
Foundations of Global Health
3
COM 315
Cross Cultural Communication in Healthcare
3
CPU 125 &
ILR 101
Intro to Computers & Information Literacy
Research
2, 1
PSY 490 &
499
Supervised Practicum (45 hours)/Externship in
Counseling or Research I & II (255 hours each)
3, 3
Pre Med,
Pre NURS,
Pre PA
prereqs.
PHY 250/251 General Physics I w/ Lab 4,4 BMS
130/131 General Biology w/ Lab 4,4 BMS
140/141General Chemistry w/ Lab 4,4 BMS
210/211 Organic Chemistry w/ Lab 4,4 BMS 303
Biochemistry w/ Lab 4 BMS 310/311 Anatomy &
Physiology w/Lab 4,4 BMS 320 General
Microbiology w/ Lab 4 BMS 365 Neuroscience
and Behaviors 3
Exam Prep
Courses
BMS 495/496 Integrative Biomedical Sciences
Exam Preparation I, II-MCAT 2,2 BMS 497
Integrative Biomedical Sciences Exam
Preparation-HESI 2
Psychology Program Required Courses (9 units)
COM 131
Introduction to Spanish
3
NTR 220
Principles of Nutrition
3
ENG 314
Writing for Healthcare Professionals
3
Psychology Core Required Courses (54 units)
Course #
Course Title
Units
PSY 141
General Psychology
3
PSY 180
Psychology of Addiction
3
PSY 210
Counseling Theories
3
PSY 200
Physiology & Pharmacology
3
PSY 211
Counseling Techniques
3
PSY 280
Case Management
3
PSY 300
Law & Ethics
3
PSY 310
Personal & Professional Development
3
PSY 350
Psychopathology
3
PSY 351
Human Development
3
PSY 370
Group Counseling
3
PSY 400
Counseling Specialties: Family, Crisis and Career
3
PSY 415
Human Sexuality
3
PSY 425
Health Psychology
3
PSY 460
Community Psychology
3
PSY 475
Senior Capstone: Diversity and Disparity
Counseling Special Populations
3
*Consult Department Chair for additional elective course options
Community Service Requirement
CDU requires that all CDU undergraduate students
pursuing a bachelor’s degree complete 100 hours of
community service. Through community service, students
will develop an understanding of the needs of the
community and experience the joy of making a difference
in the lives of those in need. Students are encouraged to
discuss their community service options with their faculty
advisor and complete the community service verification
form available from each faculty advisor.
Graduate Programs
Master of Public Health in Urban Health
Disparities
Department Chair: Sondos Islam, PhD, MPH, MS
Location: W.M. Keck Building, Room 225
Telephone: (323) 563-5890
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 115
Website: https://www.cdrewu.edu/cosh/MPH
Accreditation
The MPH program in Urban Health Disparities is nationally
accredited by the Council on Education for Public Health
(CEPH) through 2024.
Program Overview
The MPH in Urban Health Disparities program continues
the University’s tradition of addressing the health and
education needs of underserved populations in South Los
Angeles. Cultivating highly competent and committed
professionals, CDU’s MPH program creates an
academically rigorous environment uniquely focused on
the urban socio-environmental determinants of health.
The program offers intimate evening classes, conducive for
working adults and provides opportunities for students to
work with CDU faculty and community-based
organizations, participate in community-based research,
acquire new hands-on skills, and implement innovative
public health solutions. Learning in South Los Angeles,
students are exposed to public health within a health
disparities framework and join a historic institution that
has both geographically and demographically linked itself
with underserved communities of color.
CDU’s MPH program is a cohort-based five-semester
(including summer) scaffolded sequenced curriculum of 45
competency-based semester units. The program currently
accepts full-time students for Fall semester matriculation
only MPH students must continue to be fulltime graduate
students each semester, i.e., MPH students must register
for at least three 3-unit MPH courses each semester (9
graduate units), as scheduled in the MPH curriculum, to
remain in the program and complete the MPH degree.
MPH classes are offered once a year and are held in the
evenings from 6-9 pm, three days a week.
MPH Program Vision
To advance social justice through public health education
that addresses health disparities and promotes health
equity among historically marginalized communities.
MPH Program Mission
To provide a social justice-centered public health training
with a focus on racially and ethnically diverse students to
address health disparities and advance health equity in
historically marginalized communities, including South Los
Angeles.
MPH Program Goals
• Instructional Goal: To provide a social justice-
centered public health education that focuses on
structural competency and social determinants of
urban health disparities.
• Research Goal: To address urban health disparities
and advance health equity through research.
• Service Goal: To support the development of a
community-engaged and social justice-centered
public health workforce.
Program Values
Social Justice and Health Equity
We believe that health, wellness, and a good quality of life
are fundamental rights for all individuals irrespective of
socioeconomic status, gender, sex, or racial/ethnic origin.
Respect for Cultural Diversity
We recognize and respect the differing beliefs, culture,
and needs of all individuals, and the communities in which
they live.
Community Responsibility and Service
Community Responsibility and Service: we value
enhancing the curriculum through active partnership
between the community, students, and faculty in
identifying urban public health issues pertinent to the
community and its needs.
Excellence, Professionalism, and Integrity
We strive for the highest standard of performance by
continually monitoring, assessing, and evaluating the
program's goals, outcomes/objectives, public health
competencies, and their assessment tools. Our faculty and
students act ethically by commitment to standards such as
personal integrity, collegiality, and excellence in teaching,
scholarship, community service and practice.
Program Diversity Statements
• Our program values varied cultures, races,
ethnicities, ages, genders, classes, orientation and
abilities.
• We acknowledge differences and the sharing of
the experiences, challenges, and contributions of
those differences.
• Our diversity is built on tenets of respect, equity,
support, inclusion and representation.
Diversity Goals
1. A program environment that honors diversity,
transparency, civility, honesty, collaboration,
engagement, respect and ethical practice.
2. A program faculty, staff and study body that
represents a rich diversity related to race,
ethnicity, sexual orientation, gender and culture.
3. A health disparities focused curriculum that
contributes to the training of a culturally
competent and diverse public health workforce.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 116
Career Opportunities
Public health professionals have numerous career options
within local, state, federal and non-governmental health
agencies; academic institutions; research organizations;
health services organizations, and community advocacy
organizations. Students who choose to pursue graduate
education and training in urban public health at CDU will
be prepared to address a wide range of urban health
problems prevalent among the various ethnic groups, such
as violence, substance abuse, mental illness, obesity,
HIV/AIDS and cardiovascular diseases, among others.
Student Learning Outcomes (PSLOs)/Competencies
The Council on Education in Public Health (CEPH requires
all CEPH accredited programs to assure that each MPH
graduate attains and demonstrates each of the following
fundamental Public Health (PH) Knowledge Learning
Outcomes (LOs) and Foundational PH Competencies:
Fundamental PH Knowledge LOs
1. Explain public health history, philosophy and
values
2. Identify the core functions of public health and
the 10 Essential Services
3. Explain the role of quantitative and qualitative
methods and sciences in describing and assessing
a population’s health
4. List major causes and trends of morbidity and
mortality in the US or other community relevant
to the school or program
5. Discuss the science of primary, secondary and
tertiary prevention in population health, including
health promotion, screening, etc.
6. Explain the critical importance of evidence in
advancing public health knowledge
7. Explain effects of environmental factors on a
population’s health
8. Explain biological and genetic factors that affect a
population’s health
9. Explain behavioral and psychological factors that
affect a population’s health
10. Explain the social, political and economic
determinants of health and how they contribute
to population health and health inequities
11. Explain how globalization affects global burdens
of disease
12. Explain an ecological perspective on the
connections among human health, animal health
and ecosystem health (e.g., One Health)
Foundational PH Competencies
Evidence-based Approaches to Public Health:
1. Apply epidemiological methods to the breadth of
settings and situations in public health practice
2. Select quantitative and qualitative data collection
methods appropriate for a given public health
context
3. Analyze quantitative and qualitative data using
biostatistics, informatics, computer-based
programming and software, as appropriate
4. Interpret results of data analysis for public health
research, policy or practice
Public Health and Healthcare Systems Skills
5. Compare the organization, structure and function
of healthcare, public health and regulatory
systems across national and international settings
6. Discuss the means by which structural bias, social
inequities and racism undermine health and
create challenges to achieving health equity at
organizational, community and societal levels
Planning and Management to Promote Health
7. Assess population needs, assets and capacities
that affect communities’ health
8. Apply awareness of cultural values and practices
to the design or implementation of public health
policies or programs
9. Design a population-based policy, program,
project or intervention
10. Explain basic principles and tools of budget and
resource management
11. Select methods to evaluate public health
programs
Policy in Public Health
12. Discuss multiple dimensions of the policy-making
process, including the roles of ethics and evidence
13. Propose strategies to identify stakeholders and
build coalitions and partnerships for influencing
public health outcomes
14. Advocate for political, social or economic policies
and programs that will improve health in diverse
populations
15. Evaluate policies for their impact on public health
and health equity
Leadership
16. Apply principles of leadership, governance and
management, which include creating a vision,
empowering others, fostering collaboration and
guiding decision making
17. Apply negotiation and mediation skills to address
organizational or community challenges
Communication
18. Select communication strategies for different
audiences and sectors
19. Communicate audience-appropriate public health
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 117
content, both in writing and through oral
presentation
20. Describe the importance of cultural competence
in communicating public health content
Interprofessional Practice
21. Perform effectively on interprofessional teams
Systems Thinking
22. Apply systems
Urban Health Disparities Competencies
In addition to the above fundamental PH learning
outcomes and the foundational PH Competencies, CDU
MPH graduates will have the knowledge and skills to:
1. Analyze the complex relationship between anti-
racism, social justice, and determinants of health.
2. Discuss structural racism and the historical
formations and uses of race and culture in health
disparities research, policy and practice.
3. Practice ethical and effective community
engagement approaches with historically
marginalized urban communities.
4. Assess public health programs/projects that
address urban health disparities for their impact
on social justice.
5. Develop theory-based culturally-tailored
behavioral change programs that address urban
health disparities using a community-led approach
to improve the health of historically marginalized
urban communities.
Graduation Requirement
A cumulative GPA of 3.0 or better upon graduation, which
requires the successful completion of all MPH courses with
a grade of 80% (B-) or better.
MPH students may only repeat an MPH course in which a
grade of less than “B-” was earned. If a student repeats a
course, both attempts will appear on the transcript and
the grade from the second attempt will be used in the
cumulative GPA calculations.
Curriculum
Students are required to complete at least 15 3-unit MPH
courses, 14 are required MPH courses and one is an
elective MPH course.
Required MPH Courses
Course #
Course Title
Units
MPH 502
Racial and Ethnic Disparities in Health
3
MPH 511
Principles of Epidemiology
3
MPH 512
Principles of Biostatistics
3
MPH 513
Program Planning and Evaluation
3
MPH 521
Environmental Determinants of Health
3
MPH 522
Social and Behavioral Theories in Public Health
3
MPH 523
Health Policy and Management
3
MPH 524
Community Engagement in Public Health
3
MPH 526
Health Communication and Data Visualization
3
MPH 527
Race, Cultural Competency and Health
3
MPH 581
Research Methods
3
MPH 585
Global Health Disparities
3
MPH 590
Applied Practice Experience (APE)
3
MPH 595
Integrative Learning Experience (ILE)
3
Elective MPH Courses: Select at least one 3-unit course
Course #
Course Title
Units
MPH 520
Public Health Biology
3
MPH 530
Conversations on Health and Politics
3
MPH 560
Principles of Biomedical Informatics
3
MPH 582
Public Health Thesis
3
MPH 583
Grant Proposal
3
MPH 584
Global Health Studies- The Cuban Health System
Model
3
MPH 599
Independent PH Research
3
Residence Requirement: MPH students must complete a
total of at least 39 units in residence.
Time to Degree
The maximum time to degree completion is 10
semesters/4 academic calendar years; students who do
not complete the MPH degree within this time frame will
be administratively dropped from the program.
Transfer Credit
Applicants may petition the transfer of MPH-relevant
graduate coursework during the application process, or
upon notification of acceptance into the program.
Normally, the maximum number of units from other
institutions that students will be able to transfer into the
MPH Program is nine (9) semester units. MPH-relevant
courses taken at other institutions must be from a CEPH
accredited MPH program and must be approved by the
Department Chair. Only units with a B- grade or better will
be transferable.
Graduate students from within CDU graduate programs
(such as MS-MBS or MSN) may petition to transfer more
than nine (9) semesters’ units of MPH-relevant graduate
coursework taken at CDU.
Other Admission Information
For all other admissions information including
international applications, registration, appeal, tuition,
financial aid and scholarship, please refer to the criteria
outlined in the Admission Deadlines section of this catalog
and/or https://www.cdrewu.edu/admissions/graduate-
programs.
MPH Program Academic Standards and Policies
CDU’s MPH program is a five-semester cohort-based
program of required courses, currently accepting only full-
time students for fall semester matriculation. MPH classes
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are offered only once a year, and are held in the evenings
from 6 - 9 pm, three days a week. Accordingly, a student
who fails to successfully complete an MPH course, i.e.
passing the course with a letter grade of
“B-” (80%) or better, will have to repeat and re-register for
the course in the following year when the course is offered
again, and will not be able to register for the second year
course being offered on the same evening, thus delaying
the student’s graduation date.
Students registering for MPH 582 PH Thesis, MPH 590
Applied Practice Experience (APE), or MPH 595 Integrative
Learning Experience (ILE), will receive a grade of Report in
Progress (RP) if they fail to complete the course
requirements by the end of the semester in which they
first enrolled. For MPH 590 APE, a grade of RP will remain
in effect for a maximum time of three (3) consecutive
semesters from the first time of enrollment in the course.
The RP grade is not included in calculation of grade point
average (GPA). If a student fails to complete the APE
course requirements by the end of the third semester
from the first time of enrollment in the course, the RP
grade will convert to an F and the student will have to re-
register and pay tuition for the same APE course the next
time it is offered.
Students working on their ILE culminating project,
capstone, or thesis may take up to 1 year to complete the
work after the end of the formal course in the program.
However, to be counted as enrolled students, students
must maintain enrollment by registering for other courses
or by registering for a one unit flat fee of University
Studies (UNVS). The purpose of this policy is to allow for
continuous enrollment of all graduate and undergraduate
students for completion of the culminating experience,
capstone and/or thesis.
If a student fails to successfully complete two MPH courses
within an academic year, they will be put on probation. A
student on probation will be required to repeat and
successfully complete the courses the following year when
the courses are offered again, and accordingly, will not be
able to register for the second year courses being offered
on the same evening, thus delaying the student’s
graduation date. Probation will be lifted when the student
successfully completes the repeated courses. A student on
probation who fails another MPH course will be
administratively dropped from the program, but will be
given the option to re-apply to the program the following
academic year.
Probation may be considered by the MPH program for the
following reasons, but is not limited to:
• Failure to successfully complete two MPH courses
with a letter grade of “B-” (80%).
• Record of excessive absences (three or more
absences in one class) and/or tardiness.
• Unsatisfactory removal of two “Incomplete”
grades.
• The student is in violation of the program, college
or university’s behavioral or professional
standards.
• The student fails to meet the MPH programs
“Ethical Guidelines” (see Appendix A in the MPH
student handbook).
• Failure to comply with any MPH program policies
or regulations.
The MPH program probation is determined to be
continuous until the MPH student is either in a good
academic standing and/or has met the behavioral
standards of the program. The student will be notified in
writing of his/her probationary status. The minimum
standard(s) required to remove this probationary status
will be stated in the notice of probation to the student.
Grading Policy
1. The cut-off passing grade for all letter graded
MPH courses remains at 80% (B-).
2. Students who do not successfully complete an
MPH course (i.e., overall grade is less than 80%),
will have to repeat the course the next time it is
offered.
Termination from the MPH Program
MPH faculty have the responsibility to prepare students to
function as competent and ethical public health
professionals. In this regard, the MPH faculty also have the
obligation to terminate a student from the program at any
time prior to completion of his/her program when the
student fails to maintain minimum expected quality
academic and professional standards in the classroom or
in the field applied practice experience.
Upon review by the MPH faculty, a student may be
terminated from the MPH program if one or more of the
following occurs:
• Failure to successfully complete two MPH courses
with a letter grade of “B-” (80%);
• Earns below the minimum 3.0 cumulative grade
point average (GPA) at the end of two consecutive
grading periods;
• Demonstrates inappropriate or disrespectful
conduct toward faculty, staff and/or student
peers; or
• Fails to demonstrate ethical conduct.
Any MPH faculty member may request an MPH faculty
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committee review of a student at any other time if
circumstances warrant such a review. The request for
special review must be in writing to the Department Chair.
The Department Chair must approve the request before
the review is scheduled. The MPH faculty review
committee will consist of a minimum of three MPH or
COSH faculty members and is subject to approval by the
Department Chair.
Students will be notified, in writing, of termination
following an MPH/COSH faculty vote to dismiss.
Petition for Reinstatement
Upon receipt of a termination notice, a student who
believes there are extenuating circumstances that led to
the noted deficiencies may submit a written request for
reinstatement into the program. Requests must be made
within ten (10) working days after receipt of the program’s
notice of termination. Once the program receives a
reinstatement request, the following process will occur:
1. The student shall submit a written petition
explaining the extenuating circumstances leading
to the notice of termination;
2. The Department Chair will constitute a
Reinstatement Review Committee consisting of
three (3) MPH faculty. The Reinstatement
Committee will meet within five (5) working days
following receipt of the student’s written petition;
3. The committee shall deliberate in private and
transmit its recommendations to the Department
Chair within five (5) working days following the
reinstatement meeting;
4. The Department Chair shall consider the
Reinstatement Review Committee’s
recommendation and provide written notification
to the student and the committee of his/her
decision within three (3) working days of receipt
of the committee’s recommendation.
Students who are reinstated, as a result of their appeal,
but who subsequently violate the above policies are
automatically and permanently terminated from the
program without an additional opportunity to request
reinstatement.
Master of Science, Biomedical Sciences
Department Chair: Jorge N. Artaza, MS, PhD
Location: W.M. Keck Building 222
Telephone: (323) 563-4915
Website: https://www.cdrewu.edu/cosh/MS-BMS
The Master of Science, Biomedical Sciences is a degree
formulated to prepare students for careers in advanced
health professions or for continuation on to PhD level
programs in biomedical sciences. The need for
professionals with this level of training is growing in the
United States and is projected to grow at least 17 percent
from 2022 to 2032, similar to other growing medical
occupations in demand.
Goals and Student Learning Outcomes
Goal 1: To Acquire the knowledge, skills and attitudes of
the biomedical sciences, necessary for a career in health
professions.
• Objective 1: Students will successfully complete
lecture-based courses in medical biochemistry,
genetics, infectious disease and immunology.
• Objective 2: Students will participate in a variety
of research experiences.
Goal 2: To master oral and written communication skills
necessary to convey the results of their scholarly work.
• Objective 1: Students will participate in CEAL and
Journal clubs.
• Objective 2: Students will attend scientific
meetings.
Goal 3: To develop competency in Biomedical research.
• Objective 1: Students will gain skills in collecting,
organizing, evaluating and analyzing data.
• Objective 2: Students will complete the research
project, write a thesis and publicly defend the
research.
Program Student Learning Outcomes (PSLOs)
1. Synthesize advanced knowledge in biomedicine,
Biomedical informatics and translational sciences.
2. Evaluate and judge the challenges of health
disparities in the community and globally
3. Develop critical thinking skills for applying
scientific knowledge in evaluating scientific
literature.
4. Acquire skills for developing hypotheses, analyzing
data, and interpreting and communicating results
in the biomedical sciences.
5. Promote ethical standards for all professional
activities in the biomedical sciences and
healthcare.
Application Process
All applications and supporting documentation must
completed and submitted through PostBacCAS
https://postbaccas.liaisoncas.com/applicant-ux/#/login
Admission Requirements:
• A bachelor degree from an accredited institution
• Overall GPA of 3.0 or better
• BCPM GPA of 2.8 or better
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• All prerequisite courses must be a grade of “C” or
better and must be completed prior to
matriculation:
• General Chemistry with Lab: 1 year or 8 units.
• General Biology with lab: 1 year or 8 units
• Organic Chemistry with lab: 1 year or 8 units
• Calculus/Statistics: 1 semester or 3 units
• A personal essay describing the student’s
motivations for applying to the program including
how the completion of a degree at CDU offer you
an opportunity to serve an underserved
community. Statement must be two-three pages
typed (double-spaced, maximum 750 words).
• Three (3) recommendation letters,
academic/professional (recommendation form is
required).
• Resume or curriculum vitae.
Curriculum
The curriculum for the Master of Science in Biomedical
Science aligns with Charles R. Drew University’s vision,
mission, and values. Our program has specifically designed
courses that addresses our mission by providing advanced
scientific knowledge, research training, practice of
ethically based research and values, and integrated
coverage of global and urban health disparities and social
justice.
Curriculum
Semester
Course
Course Name
Units
Fall
MBS 500
Medical Biochemistry
3
MBS 545
Advanced Human Anatomy &
Development
3
MBS 520
Principles of Biomedical
Informatics
2
MBS 530
Translational Research
Methods
3
MBS 540
Ethical Conduct in Medicine
and Science
2
Units:
13
Spring
MBS 510
Physiological Basis of Health
and Diseases
3
MBS 550
Medical Genetics and
Epigenetics
3
MBS 560
Scientific Communication
2
MBS 570
Advances in Hematology and
Immunology
3
MBS 590
Topics in Urban and Global
Medicine
3
Units
14
Summer
MBS 580
Infectious Diseases and
Epidemiology
3
MBS 595
Graduate Seminar in Health
Disparities and Social Justice
2
MBS 599
Research Thesis
4
Units:
9
Total Units:
36
Policies
Credit Hour Policy
One lecture (taught) or seminar (discussion) credit hour
represents 1 hour per week of scheduled class/seminar
time and 2 hours of student preparation time.
One thesis credit hour represents 10 hours per week of
supervised and /or independent practice. Blocks of 4 thesis
credit hours represent between 450-500 total hours of
academic work per semester.
Students are required to meet with their mentor and work
in labs or fields at least 15 hours a week for the Fall and
Spring semester and 20 hours a week during the Summer
semester. Failure to complete the schedule will lead to
withdraw from the program.
Probation Status
If a student fails to successfully complete two courses
within the academic year, they will be put on probation. A
student on probation will be required to repeat and
successfully complete the courses the following year when
the courses are offered again, and accordingly, will not be
able to graduate. Probation will be lifted when the student
successfully completes the repeated courses. A student on
probation who fails another course will be administratively
dropped from the program, but will be given the option to
re-apply to the program the following academic year.
Probation may be considered by the MSBMS program for
the following reasons, but is not limited to:
• Failure to successfully complete two MSBMS
courses with a letter grade of “C+” (78%).
• Obtain a GPA below 3.0 in two consecutive
semesters
• The student is in violation of the program, college
or university’s behavioral or professional
standards.
• Failure to comply with any MSBMS program
policies or regulations.
The probation status will continue until the student is
either in a good academic standing and/or has met the
behavioral standards of the program. The student will be
notified in writing of his/her probationary status. The
minimum standard(s) required to remove this
probationary status will be stated in the notice of
probation to the student.
Termination/Dismissal of the Program
A student may be terminated/dismissed from the MS BMS
program if one or more of the following occurs:
• Failure to successfully complete two courses with
a letter grade of “C+” (78%) after re-taking it
• Failure to complete three courses with a letter
grade of “C+” in one semester
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• Record of excessive absences (three or more
absences in one class) and / or tardiness
• Unsatisfactory removal of two “Incomplete”
grades
• Demonstrates inappropriate or disrespectful
conduct toward faculty, staff and/or student
peers;
• Fails to demonstrate ethical conduct.
• Dismissed if GPA of 3.0 not reached by third
semester, warning obtained in the first semester,
probation obtained in second semester, dismissed
by third semester.
Petition for Reinstatement
Upon receipt of a termination notice, a student who
believes there are extenuating circumstances that led to
the noted deficiencies may submit a written request for
reinstatement into the program. Requests must be made
within ten (10) working days after receipt of the program’s
notice of termination. Once the program receives a
reinstatement request, the following process will occur:
1. The student shall submit a written petition
explaining the extenuating circumstances leading
to the notice of termination;
2. The Program Director will constitute a
Reinstatement Review Committee consisting of
three (3) faculty. The Reinstatement Committee
will meet within five (5) working days following
receipt of the student’s written petition;
3. The committee shall deliberate in private and
transmit its recommendations to the Program
Director within five (5) working days following the
reinstatement meeting;
4. The program Director shall consider the
Reinstatement Review Committee’s
recommendation and provide written notification
to the student and the committee of his/her
decision within three (3) working days of receipt
of the committee’s recommendation.
Students who are reinstated, as a result of their appeal,
but who subsequently violate the above policies are
automatically and permanently terminated from the
program without an additional opportunity to request
reinstatement.
Continuing Student Status
Students must maintain continuous enrollment
throughout their time in the graduate program, including
the semester they graduate. Students who miss a
semester will have to reapply to the university and to the
program, unless on an approved Leave of Absence.
Students who have completed all course work may enroll
in UNBS 100 Continuation Course (0 units) to maintain
continuous attendance.
Leave of Absence
It is a university requirement that graduate students
maintain continuous attendance throughout the course of
their study for the master's degree. Any graduate student
in good academic standing may request a Leave of
Absence. Reasons for seeking a leave are likely to be
varied, but all applicants should intend to return to formal
study within a specified time period.
To apply for a Leave of Absence, the student must be a
conditionally classified or classified graduate student with
a grade point average of 3.0 or better. Application for the
leave must be filed with the appropriate graduate
coordinator before the first day of classes for the semester
during which the leave is to begin, and should be
accompanied by appropriate documentation.
Approval of the leave does not constitute an extension of
the time period for completing all course work and other
requirements for the master’s degree. Approval of the
student’s leave application constitutes agreement by the
university that the student will be temporarily exempted
from the continuous attendance requirement as long as
the student meets the conditions specified in the
approved leave application. Students who do not return to
the university at the conclusion of their planned leave will
be considered to have withdrawn from.
Graduate Committee
Each student must select a thesis advisor to guide their
research. The academic advisor will select two additional
members for the student’s Graduate Committee. At least
two members of the committee, including the chair, must
be a CDU faculty. The research mentor may be a faculty
member from another department or academic
institution. The thesis advisor must be selected in the first
semester of the program.
Physician Assistant, Master of Health Science
Program Director: Lucy W. Kibe, DrPH, MS, MHS, PA-C
Location: W.M. Keck Building
Telephone: (323) 563-5882
Accreditation Information
The Accreditation Review Commission on Education for
the Physician Assistant, Inc. (ARC-PA) has granted
Accreditation -Continued status to the Charles R. Drew
University Physician Assistant Program.
Accreditation-Continued is an accreditation status granted
when a currently accredited program is in compliance with
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the ARC-PA Standards.
Accreditation remains in effect until the program closes or
withdraws from the accreditation process or until
accreditation is withdrawn for failure to comply with the
Standards. The approximate date for the next validation
review of the program by the ARC-PA will be March 2031.
The review date is contingent upon continued compliance
with the Accreditation Standards and ARC-PA policy.
Description
The Physician Assistant program is 101 semester units and
a 27-month program beginning in August of each year and
leads to a Master of Health Science (MHS) degree. The PA
Program is a full-time on campus program.
The PA Program recruits students who believe in the
importance of sharing medical knowledge to benefit the
global community, and will provide students with the skills
necessary to become exemplary medical providers.
Students will learn and acquire clinical skills in a variety of
healthcare settings and will obtain experience in disease
management, disease prevention and health promotion.
Students will have the opportunity to practice physical
diagnosis, history taking skills and work with standardized
patients in the Clinical Skills and Simulation Center.
Students will share the campus and have the opportunity
to collaborate with members of the medical, nursing and
public health disciplines.
For more detailed information please visit the PA program
website at www.cdrewu.edu/cosh/PA
Mission
The mission of the Charles R. Drew University Physician
Assistant program is to support the University Mission and
College of Science and Health Mission by preparing a
diverse group of uniquely qualified physician assistants
who provide excellent medical care with compassion while
addressing health disparities, seeking social justice and
improving the health of medically underserved
communities.
Goals
The goals of the CDU PA program are designed to prepare
a diverse group of highly qualified, compassionate
physician assistants, who distinguish themselves through
providing excellence in patient care as members of the
healthcare team.
The goals of the Charles R. Drew University PA program
are to:
1. Promote diversity and inclusion in the PA
profession.
2. Prepare students with the knowledge and skills
necessary for entry-level PA practice.
3. Prepare students who will apply the principles of
community engagement, cultural sensitivity and
health equity.
4. Prepare students who will practice medicine in
medically underserved shortage areas.
5. Engage students, faculty and staff in active and
on-going professional leadership, advocacy,
research, and scholarly activities.
Admissions Policy
Purpose: To select applicants with attributes congruent
with the University and Physician Assistant program
mission and goals.
The mission of the Charles R. Drew University Physician
Assistant program is to prepare a diverse group of
uniquely qualified physician assistants who provide
excellent medical care with compassion while addressing
health disparities, seeking social justice and improving the
health of medically underserved communities.
Definition
The Charles R. Drew University Physician Assistant
program is committed to the principles of equal
opportunity in education. In accordance with the Charles
R. Drew University equal opportunity policy, the Physician
Assistant program makes admission decisions based on
merit. University policy prohibits unlawful discrimination
based on race, religion, color, sex, sexual orientation,
actual or perceived gender identity, national origin or
ancestry, citizenship status, uniformed service member
status, marital status, pregnancy, age, genetic information,
medical condition (cancer or HIV/AIDS-related), handicap,
disability, association with an individual in a protected
category or any other consideration made unlawful by
federal, state, or local laws. All students are expected to
relate professionally and positively with persons of all
backgrounds, cultures, races, ages, and genders.
Transfer/Advanced Placement
The Charles R. Drew University Physician Assistant
program does not accept previous experience or medical
training for advanced placement, except for transfer
students from other US-based PA programs on a limited,
case-by-case basis. Transfer students from other PA
programs must have completed the entire pre-clinical
didactic phase at their PA program and may be required to
complete additional didactic courses at CDU. No credit will
be awarded for any Supervised Clinical Practice Experience
(SCPE) completed at other institutions. Students will be
required to complete all assigned clinical courses through
the CDU PA Program. Transfer students will also be
required to complete the last didactic semester (Year 3,
Semester 1) at CDU. Requests for transfer should be
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directed to the PA Program Director.
All application documents must be submitted through
CASPA. No application documents are to be sent to the
Office of Admissions or the PA Program.
Program Competencies
Adapted from the PA profession competencies, the CDU
PA program competencies1 are the overarching
summative qualities required of all graduates upon
completion of the program in order to be prepared for
clinical practice. To ascertain the acquisition of program
competencies, the program continuously assesses student
learning outcomes. Student learning outcomes are specific
and measurable building blocks that need to be attained
over the 27 months of study.
Medical Knowledge [MK]
PAs must demonstrate core knowledge about established
and evolving biomedical and clinical sciences and the
application of this knowledge to patient care in their area
of practice. In addition, PAs are expected to demonstrate
an investigative and analytic thinking approach to clinical
situations.
Interpersonal & Communication Skills [ICS]
PAs must demonstrate interpersonal and communication
skills that result in effective information exchange with
patients, patients’ families, physicians, professional
associates, and other individuals within the health care
system.
Patient Care [PC]
PAs must demonstrate care that is effective, safe, high
quality, and equitable.
Professionalism [Prof]
PAs must express positive values and ideals as care is
delivered. Foremost, professionalism involves prioritizing
the interests of those being served above one’s own. PAs
must acknowledge their professional and personal
limitations. PAs must demonstrate a high level of
responsibility, ethical practice, sensitivity to a diverse
patient population, and adherence to legal and regulatory
requirements.
Practice-Based Learning & Improvement [PBLI]
Physician assistants must be able to assess, evaluate, and
improve their patient care practices.
System-Based Care [SBC]
PAs must demonstrate an awareness of and
responsiveness to the larger system of health care. PAs
should work to improve the health care system of which
their practices are a part.
Program Student Learning Outcomes (PSLO)
Graduates of the CDU PA Program will demonstrate entry-
level proficiency necessary to perform the following
functions and tasks:
• PSLO1: Elicit, efficiently and effectively, pertinent
information in a medical history and perform an
appropriate physical exam for patients of various
ages and clinical settings [MK, ICS, PC]
• PSLO2: Select, order and interpret laboratory and
diagnostic studies [MK, PC]
• PSLO3: Integrate data obtained through history,
physical examination and laboratory/diagnostic
studies to develop a differential and final
diagnosis [MK, PC]
• PSLO4: Select and perform routine technical skills
and clinical procedures [MK, PC]
• PSLO5: Develop and implement patient
management plans based on evidence-based
clinical judgement and respect for patient
preferences and cultural values [MK, PC, ICS, Prof,
PBLI, SBP]
• PSLO6: Record and orally present clinical findings
in a clear, concise, and organized manner to
patients, families and members of the healthcare
team [ICS, PC, Prof]
• PSLO7: Demonstrate professionalism, honesty and
integrity in all interactions with colleagues,
patients and families [Prof, PC, ICS]
• PSLO8: Appraise, integrate and apply scientific
and medical research to the practice of medicine
[MK, PC, Prof, PBLI, SBP]
• PSLO9: Incorporate the concepts and principles of
the social and behavioral sciences to identify and
address health disparities and advocate for
underserved populations [MK, PC, Prof, PBLI, SBP]
Curriculum
Curriculum
Semester
Course
Course Name
Units
Fall 1
MPA 500
Pathophysiology
4
MPA 501
Human Anatomy
4
MPA 512
Principles of Medicine I
6
MPA 524
Psychosocial Dynamics in
Health Care
2
MPA 530
Patient History & Physical
Diagnosis I
3
Units:
19
Spring 1
MPA 503
Diagnostic Skills &
Procedures I
2
MPA 504
Pharmacology &
Pharmacotherapeutics I
3
MPA 506
Introduction to Medical
Spanish for the Physician
Assistant
2
MPA 511
Microbiology and Infectious
Disease
2
MPA 522
Principles of Medicine II
9
MPA 531
Patient History &
3
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Physical Diagnosis II
Units:
21
Summer 1
MPA 507
Research Methods
3
MPA 513
Diagnostic Skills &
Procedures II
1
MPA 514
Pharmacology &
Pharmacotherapeutics II
3
MPA 520
Principles of Surgery &
Emergency Medicine
3
MPA 521
Principles of Obstetrics &
Gynecology
3
MPA 523
Principles of Behavioral
Medicine
2
MPA 643
Principles of Medicine III
5
Units:
20
Fall 2
MPA 610
SCPE - Internal Medicine
3
MPA 611
SCPE - Emergency Medicine
3
MPA 612
SCPE - Family Medicine
3
MPA 700
Graduate Seminar I
1
Units:
10
Spring 2
MPA 621
SCPE - Surgery
3
MPA 622
SCPE - Ob/Gyn
3
MPA 623
SCPE - Pediatrics
3
MPA 701
Graduate Seminar II
1
Units:
10
Summer 2
MPA 631
SCPE -Behavioral Medicine
3
MPA 632
SCPE Elective I
3
MPA 633
SCPE Elective II
3
MPA 702
Graduate Seminar III
1
Units:
10
Fall 3
MPA 641
Medical Ethics and Health
Law
3
MPA 645
Professional Roles &
Responsibilities
2
MPA 660
Summative Evaluation and
Medicine Review
5
MPA 703
Graduate Seminar IV
1
Units:
11
Total Program Units
101
** Didactic year prerequisites: Admission to the CDU PA Program or program
permission
** Clinical year prerequisites: Completion of the preclinical phase of the CDU
PA program or program permission
PA Honor Society
Pi Alpha is a non-profit educational organization operating
as a part of the Physician Assistant Education Association
(PAEA). The Pi Alpha Honor Society was organized in 2004
for the promotion and recognition of significant academic
achievement, leadership, research,
community/professional service, and the encouragement
of a high standard of character and conduct among
physician assistants (PA) students and graduates.
The motto of Pi Alpha is “Scholarship, Service, Leadership.”
The organization is committed to lifelong learning and
participation in intellectual life.
COSH Governance
The COSH Faculty Association serves as the official voice of
the Faculty of the College of Science and Health.
1. Faculty Affairs Committee: Takes action on
recommendations of faculty appointments and
promotions to the Dean of the College based on
documentation. Hears appeals of faculty
members who are qualified, but not
recommended for appointment and promotion.
Monitors and reviews matters concerning
academic freedom, faculty conduct, recruitment
and retention, educational leave, sabbaticals,
vacation, (and other leaves), compensation and
benefits. Promotes understanding and adherence
to established policies. Delineates and resolves
disputes which are identified as grievances
relating to faculty rights, responsibilities, or
related matters.
2. Education and Academic Policy Committee:
Formulates and recommends educational policy in
all matters of concern to the College of Science
and Health, including the implementation of such
policy. Initiates studies or considers matters
referred to it and reports its findings to the Dean
regarding the curricula and academic or
administrative policies of a fundamental character
involving educational policy. Supervises periodic
reviews and evaluations of all departments and
programs. Oversees and approves the
development of curriculum within the
departments and programs of the College.
Oversees and approves substantive changes to
programs and curriculums within departments
and/or programs of the college. Reviews and
approves new programs within departments
and/or programs of the college.
3. Faculty Constitution, By-Laws and Election
Committee: Maintains a current faculty
constitution through the review of issues of
academic governance, relevant policies and
procedures of University and College. Interprets
the Constitution and makes recommendations
relating to the adoption and amendment as
appropriate to the Faculty Association.
Determines nominations for all elected officers
and committees of the Faculty Association.
4. Research Committee: Supports and encourages
the development and implementation of research
in the College of Science and Health. Establishes a
research-oriented environment among faculty and
students. Develops and recommends policies and
procedures to improve and monitor research
administration practices, resource acquisition,
institutional safety and scientific ethics. Reviews
and evaluates the quantity and quality of
research.
5. Student Academic Performance, Promotion, and
Judiciary Committee (SAPPJC): Maintains liaison
with the University's Office of Academic Affairs,
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including the Registrar and Financial Assistance
Functions, Student Services Office, and/or other
related committees of the Academic Senate.
Reviews Program criteria for the promotion,
dismissal and graduation of the College's students
for the purposes of ensuring appropriate
standards across the College. Reviews disciplinary
and dismissal actions regarding the academic
status of students for each Program and submits
recommendations/actions to the COSH Dean. (For
information on the process of appeal to the COSH
Dean or SAPPJC, please see the Catalog section on
Academic Grievance/Garde Appeal.) Exercises
original jurisdiction and confidentiality over all
situations of discipline and dismissal involving
students enrolled in the College. Disciplinary
action recommended shall be aligned with the
rights and freedoms of students as outlined in the
University policies.
COSH Course Descriptions
BIOMEDICAL
BMS 131L - General Biology II w/Lab
Continuation of the introduction to all major groups of
organisms from a phylogenetic perspective, mitosis,
meiosis and genetics.
Prerequisites: BMS 130L or instructor approval
Units: 4
BMS 140L - General Chemistry I w/Lab
Introduction to the fundamental concepts of chemistry,
atomic theory, electron configuration, periodicity,
bonding, molecular structure, and reaction stoichiometry,
gas laws, acids and bases, thermodynamics, kinetics,
organic molecules, and changes in state in preparation for
advanced classes in Biomedical Sciences
Prerequisite: CHM 100 or instructor approval
Units: 4
BMS 141L- General Chemistry II w/Lab
Continuation of the fundamental concepts of chemistry,
gas laws, acids and bases, thermodynamics, kinetics,
organic molecules, and changes in state in preparation for
advanced classes in Biomedical Sciences.
Prerequisite: BMS 140L or instructor approval
Units: 4
BMS 155- Introduction to Physical Therapy
A course designed to familiarize the students with the
history, function, purpose of physical therapy and the role
of the physical therapist assistant, role in ethics, medical-
legal issues, medical terminology, administration and
communication skills, patients and other providers.
Prerequisite: BIO 100 or instructor approval
Units: 2
BMS 201- Social Justice and Leadership Seminar 1
This interactive course will explore, both through readings
and various activities, the meaning of leadership in today’s
scientific enterprise at the service of society.
Prerequisite: Instructor Approval
Units: 1
BMS 210L- Organic Chemistry I w/Lab
Intermediate chemistry course dealing with structural and
synthetic concepts of organic chemistry, atomic theory,
electron configuration, bonding, molecular structure,
stereochemistry, molecular identification by IR, Mass, and
NMR spectroscopy, reaction stoichiometry, purification,
and reaction pathways.
Prerequisites: BMS 140L and BMS141L or instructor
approval
Units: 4
Note: For students registered in the Summer semester
taking BMS 210 and BMS 211 and who do not
successfully earn a passing grade in BMS 210, will be
automatically dropped by the program from BMS 211.
BMS 211L- Organic Chemistry II w/Lab
Continuation of an intermediate chemistry course dealing
with the structural and synthetic concepts of organic
chemistry, atomic theory, electron configuration, bonding,
molecular structure, stereochemistry, molecular
identification by IR, Mass, and NMR spectroscopy, reaction
stoichiometry, purification and reaction pathways.
Prerequisite: BMS 210L or equivalent
Units: 4
Note: For students registered in the Summer semester
taking BMS 210 and BMS 211 and who do not
successfully earn a passing grade in BMS 210, will be
automatically dropped by the program from BMS 211
BMS 260- Pharmacy Calculations
Overview of basic mathematic principles and their
applications in pharmacy. Students will learn about and
practice dosage calculations, systems of measurement,
compounding calculations, preparing injectable and
intravenous medications, and business mathematics.
Prerequisite: BMS 140L or instructor approval
Units: 3
BMS 299 Independent Study
Provides students an opportunity to apply knowledge and
skills obtained in prior courses and to learn skills not
specifically presented in the curriculum by working with a
mentor.
Prerequisite: Approval of Department Chair
Units: 2
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BMS 303L Biochemistry w/Lab
Advanced biochemical course in biological chemistry,
cellular metabolism, enzyme protein complexes, peptide
bonds, carbohydrates and citrate cycle, respiration,
photosynthesis, ATP energy, degradation and biosynthesis
of lips and amino acids, enzyme kinetics.
Prerequisite: BMS 210L or instructor approval
Units: 4
BMS 333 Cellular and Molecular Biology
This course is intended to help the student to understand
how the molecules of the cell cooperate, how the living
cells work in their social context. The course provides
fundamental and conceptual framework of cell biology
and cell signaling to recognize biological and biomedical
issues that affect our lives.
Prerequisite: BMS 130ABL or instructor approval
Units: 3
BMS 310L Anatomy and Physiology I w/Lab
Introduction to anatomy and physiology for biomedical
students. Includes overview of all body systems, structure
and function of cells, tissues, and organs. Detailed survey
of the integumentary, musculoskeletal, and nervous
system.
Prerequisite: BMS 130L and BMS 131L or instructor
approval.
Units: 4
BMS 311L Anatomy and Physiology II w/Lab
Continuation of an introduction to anatomy and
physiology for biomedical science students. Includes
overview of all body systems, structure and function of
cells, tissues, and organs. Detailed survey of special senses
digestive, urinary endocrine, reproductive, circulatory and
respiratory systems.
Prerequisite: BMS 130L and BMS 131L or instructor
approval
Units: 4
BMS 320L General Microbiology w/Lab
Microbiology provides an overview of the diversity,
genetics, physiology and ecology of microorganisms,
focusing on what sets them apart from the plants and
animals studied in most of the biology courses. It will
provide the necessary background for upper-level courses
such as bacterial genetics or immunology, and issues
related to public health.
Prerequisites: BMS 130L and BMS 131L or instructor
approval.
Units: 4
BMS 330 Histology and Histopathology
This course covers the microscopic study of normal tissues
and organs using light and electron microscopy. It also
provides an introduction to the study of histopathology.
Students will develop expertise on basic histological
techniques for preparing tissues for microscopic study.
Prerequisite: BMS 310L or instructor approval
Units: 3
BMS 350 Fundamentals of Kinesiology
This course explores the fundamental concepts and
meaning of movement/physical activity, diversity of
humans as moving beings, professional/career options,
current issues, and personal characteristics/professional
responsibilities.
Prerequisite: BMS 130 and BMS 311 or instructor
approval.
Units: 3
BMS 365 Neuroscience and Behavior
The general approach of this course is to build a cognitive
model of the spatial and functional structure of brain
systems and sue this model to reference details about the
connectional organization and typical behavior of the
nervous system.
Prerequisite: BMS 130 and PSY 141 or instructor approval
Units: 3
BMS 368L Fundamentals of Biotechnology w/Lab
This course give an introduction to scientific concepts,
laboratory techniques used in biotechnology with
emphasis on medical applications. Students develop
critical thinking and communication skills; explore and
understand bioethics, and explain how it relates to
medical biotechnology.
Prerequisites: BMS 130L, BMS 131L and BMS 300L or
instructor approval.
Units: 4
BMS 400 Leadership Seminar II
Leadership seminar II will focus on implementation skills
discovered in Seminar I.
Prerequisite: BMS 201 or instructor approval
Units: 1
BMS 401 Pharmacology
An introduction to the structure, mechanisms,
pharmacokinetics, pharmacodynamics, therapeutic uses
and adverse reactions of prototypic agents from the major
categories of drugs.
Prerequisites: BMS 210L and BMS 211L or instructor
approval.
Units: 3
BMS 405L Immunology w/Lab
A course designed to introduce the student to the immune
response, cellular and humoral, induction of immunity,
detection of antibodies, principal serologic methods
evaluation of immune response. It will address three
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sections: fundamental immunology, serology, and
introduction to clinical immunology.
Prerequisite: BMS 320L or instructor approval
Units: 3
BMS 410 Human Genetics
Principles and methods of genetics as they relate to
humans as individuals and in populations. This course
covers the topics of human disease, cytogenetics, medical
genetics, cancer genetics, and population genetics. In each
section, principles are presented by way of illustration of
particular human genetic diseases or conditions.
Prerequisite: BMS 130L and BMS 131L or instructor
approval.
Units: 3
BMS 425 Human Embryology
Examining development with emphasis on human
embryology. This course examines normal and abnormal
human fetal development, birth defects, in vitro
fertilization, stem cells, and cloning. Emphasis is put on the
mechanisms that underlie development and the effect on
the adult. This course is designed for students interested
in a career in medicine, biology, research, and allied health
sciences.
Prerequisites: BMS 130L and BMS 131L or instructor
approval.
Units: 3
BMS 444 Clinical Immunology and Hematology
This course provides basic knowledge in clinical
immunology and hematology as it applies to disease
pathogenesis and patient care. It will cover new advances
in interventional clinical immunology and hematology, and
sections on hematopoietic stem cell origins and immune
response to infectious diseases.
Prerequisites: BMS 130L and BMS 131L or instructor
approval
Units: 3
BMS 450 Ethics in Biomedicine
Exploration of ethical issues that arise while conducting
biomedical research. Examination of ethical issue such as
establishing guidelines for ethical research methods,
understanding legal requirements for conducing
biomedical research, considering subjects’ cultural and/or
religious backgrounds, and citing others’ work. Includes
guided practice in moral reasoning and it relates to
research.
Prerequisite: Sophomore Standing
Units: 1
BMS 453 Biophysics
An introduction to the physics of living systems including
the biological applications of thermodynamics, fluid
mechanics, osmosis, diffusion, membrane permeability,
molecular mechanics, chemical forces, self-assembly,
action potentials, and neuro-electric phenomena.
Prerequisites: PHY 250L, PHY 251L, BMS 130L and BMS
131L or equivalent or instructor approval.
Units: 3
BMS 475 Evolutionary Medicine
This course examines how our evolutionary past impacts
human health and disease. Focus areas include the
development of evolutionary theory, evolution theory,
evolution of human ancestors, evo-devo, sociobiology and
human behavior, and impact on human health and
disease. This course is designed for students interested in
a career in medicine, biology, research, and allied health
sciences.
Units: 3
BMS 480 Global Oral Health
Provides an introduction to the basic concepts, methods,
materials, technology, principles and practices in oral
public health promotion and disease prevention. This
course provides students with a broad understanding of
the healthcare system and the social, political, cultural,
behavioral and economic forces influencing that system.
Students will be introduced to their role as a community
health promoter through a variety of didactic and service-
learning experiences.
Units: 3
BMS 495 Integrative Biomedical Sciences Exam Prep I-
MCAT
A comprehensive review course of the four year BS
education for a deeper understanding of scientific
principles, with an emphasis on pre-professional exam
preparation. The course includes test taking strategy,
critical thinking, problem solving elements, overviews the
biological and chemical foundations of living systems, and
challenges students understanding of the psychological,
social and biological foundations of behavior.
Prerequisites: BMS130/131L, BMS 140/141L, BMS210,
BMS211, BMS300L, SOC141, PSY141, PHY250/251L, or
instructor approval
Pass/Fail
Units: 2
BMS 496 Integrative Biomedical Sciences Exam Prep II -
MCAT
Continuation of BMS 495, a comprehensive review course
of the four-year BS education for a deeper understanding
of scientific principles, with an emphasis on pre-
professional exam preparation. The course includes test
taking strategy, critical thinking, problem solving elements,
overviews the biological and chemical foundations of living
systems, and challenges students understanding of the
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psychological, social and biological foundations of
behavior.
Prerequisites: BMS130/131L, BMS140/141L, BMS210,
BMS211, BMS300L, SOC141, PSY141, PHY250/251L, or
instructor approval
Pass/Fail
Units: 2
BMS 497 Integrated Biomedical Exam Preparation- HESI
A comprehensive review of math, reading vocabulary,
grammar, biology, anatomy and physiology and chemistry.
The course focuses on test taking strategies and on
practice tests for HESI A-2 exam preparation.
Pre-requisites: BMS 130L, BMS 131L, BMS 140L,
BMS141L, BMS 310L, BMS 311L or approval of instructor.
Pass/Fail
Units: 2
BMS 498 and BMS 499 Research Project
Provides students an opportunity to apply knowledge and
skills obtained in prior courses and to learn skills not
specifically presented in the curriculum by working with a
mentor on a particular research project of the student’s
choice.
Prerequisite: Approval of Department Chair
Units: 1 and 2 respectively.
MBS 500 Medical Biochemistry - The course is designed to
provide a fundamental understanding of biochemistry with
clinical correlations. Topics include protein structure,
enzyme kinetics, carbohydrate metabolism, lipid utilization
and biosynthesis, amino acid metabolism, nucleotide
metabolism, and human nutrition. Units: 3
MBS 510 Physiological Basis of Health and Diseases This
course describes the disordered physiology and clinical
consequences resulting from common disease processes.
Seminar discussions focus on alterations in normal
functions of major organ systems.
Units: 3
MBS 520 Principles of Biomedical Informatics – This
course provides an overview of the field of Biomedical
Informatics for health professions students and students in
other disciplines. The goal is to develop competencies
that will allow students to take advantage of the
technology in this field in order to engage in clinical
practice, research and administration.
Units: 2
MBS 530 Translational Research Methods I – This course
reviews the application of basic discovery to human health
and disease. Students will understand the basic
technologies and techniques used in translational
research, the components for protecting human subjects,
and how to assemble a multi-disciplinary team to conduct
translational research.
Units: 3
MBS 540 Ethical Conduct in Medicine and Science -
Examining ethical conduct of medicine and scientific
research in the broader context of service to society.
Topics include authorship, conflict of interest, data
acquisition, and management, and the protection of
human subjects and animals involved in research
programs.
Units: 2
MBS 545 Advanced Human Anatomy and Development –
This course provides an anatomical framework for
understanding the development and form of the normal
human body. Detailed regional anatomy lectures are
complemented by virtual cadaver dissection using
“Anatomage.” They knowledge students develop about
anatomical relationships and structure can then be applied
to problems of dysfunction that are relevant to clinical
practice.
Units: 3
MBS 550 Medical Genetics and Epigenetics - Provides an
overview of human genetic concepts and clinical disorders
and application to clinical problems. Surveys cytogenetics,
molecular genetics, biochemical genetics, population
genetics, clinical genetics and epigenetics.
Units: 3
MBS 560 Scientific Communication - This course is focused
on best practices in science communication methods
intended for a variety of audiences from students and
experts in the field to media representatives, the general
public and government agencies.
Units: 2
MBS 570 Advances in Hematology and Immunology
Provides advanced knowledge in clinical Immunology and
hematology as it applies to disease pathogenesis and
patient care. Examines new advances in interventional
clinical immunology and hematology, and hematopoietic
stem cell origins and immune responses to infectious
diseases.
Units: 3
MBS 580 Infectious Diseases and Epidemiology - Examines
infectious diseases, dynamics of disease transmission, and
knowledge in clinical infectious diseases as it applies to
disease pathogenesis and patient care. Delineates the
mechanisms behind the emergence of new microbial
threats and pathogen establishment and maintenance
within a host.
Units: 3
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MBS 590 Topics in Urban and Global Medicine- introduces
the most important global and urban health problems with
a focus on clinical practice. Causes of global and urban
diseases are studied through evidence-based knowledge,
skills, and attitudes needed to prepare students to become
global leaders in biomedicine.
Units: 3
MBS 595 Graduate Seminar in Health Disparities and
Social Justice - Provides an introduction to health
disparities and social justice. Includes in depth discussion
of the theories of justice, social determinants of health,
and community-based participatory research and narrative
methods.
Units: 2
MBS 599 Research Thesis - Provides training in research,
scientific writing, and dissemination of research results.
Units: 4
NUTRITION
NTR 220- Principles of Nutrition
This course will introduce basic concepts of nutrition with
an emphasis on methods to improve health through
proper nutrition. Principles of digestion and absorption,
the function of nutrients, lifecycle nutritive needs, disease
prevention, diet modifications, and weight control will be
covered. WASC Core Competency: Critical Thinking
requires a C to pass the course.
Units: 3
PHYSICS
PHY 250 – General Physics I
Introductory calculus-based physics course. Topics include
kinematics, mechanics, work, momentum, rotational
motion, elasticity, mechanical waves, thermodynamics,
and fluid mechanics.
Prerequisite(s): MTH 230 or instructor approval
Units: 4 (3 lecture units and 1 laboratory unit)
PUBLIC HEALTH
BSPH 101 Introduction to Public Health
This course provides foundational knowledge of public
health’s historical contributions and functions, including
key concepts to understand factors that impact
community health. In addition, this course introduces
essential tools for assessing health outcomes in order to
frame questions, analyze underlying causes, brainstorm
solutions, and critically analyze evidence-based public
health.
Pre-requisite(s): ENG 111 and ILR 101
Units: 3
BSPH 202 Health Disparities, Equity and Social Justice This
course will explore health disparities, examine social
determinants of health, and understand multi-level
strategies at reducing poor health outcomes within a
public health context founded in social justice. As an
introductory course, we will examine, address, and
respond to health disparities for the achievement of
health equity.
Pre-requisite(s): ENG 111 and ILR 101
Units: 3
BSPH 203 Community Health Education and
Communication The course introduces students to the
theoretical foundations and practical applications of
community health education and effective health
communication strategies. Through a number of active
learning experiences, students will develop the skills
necessary to develop, structure and communicate health
education content to a variety of audiences.
Units: 3
BSPH 301 Introduction to Epidemiology
This course offers introductory conceptual understanding
in the science of epidemiology. Principles of epidemiology
include measures of disease occurrence, common sources
and types of data, and important study designs. Basic and
more advanced methods are covered as appropriate, with
applications to community health.
Pre-requisite(s): MTH 150
Units: 3
BSPH 302 Theoretical Principles of Health Behavior
This course introduces students to the behavioral, social,
cultural, and environmental theories influencing health
behaviors, and their application in public health promotion
programs. Students will explore, critique and recommend
appropriate health behavior change theories to address
health promotion and disease prevention programs
targeting culturally diverse underserved populations.
Pre-requisite(s): ENG 112
Units: 3
BSPH 303 Comparative Health Systems
This course provides students with a comprehensive
analysis of the health care delivery system and the public
health system and services. It covers identification of
health problems and potential solutions related to health
service delivery, health care reform, and trends in issues,
policy, financing, regulation, and technology in U.S. and
globally.
Units: 3
BSPH 304 Introduction to Environmental Health
This course introduces students to the key areas of
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environmental health. Students will gain an understanding
of the interaction of communities with the urban
environment, the domains of environmental health (water
and air quality, food safety, waste disposal, occupational
health), environmental risk factors (microbial agents,
ionizing and nonionizing radiation), and their potential
impact on health.
Units: 3
BSPH 306 Research Methods
This course provides an introduction to research methods
and concepts, including research study design, methods,
and tools of public health data collection, use and analysis.
It serves as an introduction to quantitative, qualitative,
mixed method and community participatory approaches
to research, as well as ethical issues in conducting
research.
Pre-requisite(s): MTH 150
Units: 3
BSPH 307A Domestic & Global Community Health
Internship I
This is part one of the supervised field
experience/internship for the BSPH students. This course
provides the instructions and requirements of the hands
on internship experience for the second part of this course
(BSPH 307 II); it exposes students to the different
internship sites and preceptors, their organizations’
mission and goals, and prepares the students to submit
their internship proposal for their hands-on experiential
learning during the second part of this course (BSPH 307
II).
Units: 3
BSPH 307B Domestic & Global Community Health
Internship II
This is a supervised field experience/internship in
community health that provides students the opportunity
to gain practical experience and apply competencies
gained from academic coursework. Students complete 150
hours (50 hours/unit) of an internship which enables them
to gain a hands-on experience in a community health
setting.
Units: 3
BSPH 308 Intro to GIS Applications in Public Health
This elective course introduces students to Geographic
Information Systems (GIS) and its role in public health,
highlighting the social determinants of health, health
services, and how place impacts health. The course covers
the basic concepts of geospatial theories, methods, and
technologies with an emphasis on health disparities.
Units: 3
BSPH 310 Physiological and Lifestyle Basis of Disease
This course introduces students to the role of behavioral
and lifestyle factors on human health and disease.
Students will be able to propose health promotion and
disease prevention strategies to address varies lifestyle
diseases based on the pathophysiology of diseases.
Pre-requisite (s): BIO 100
Units: 3
BSPH 399 Directed Public Health Research
This elective course is designed to provide BSPH students
with an opportunity to explore an area of interest related
to public health research and to enhance their public
health research knowledge and skills.
Units: 3
BSPH 400 Program Planning, Proposal and Evaluation
This course provides students with the knowledge and
skills to plan, develop, and evaluate public health
programs and interventions for the improvement of
community health and quality of life specifically focusing
on culturally diverse urban communities burdened with
disease, using a social ecologic framework and the
PRECEDE-PROCEED Approach.
Pre-requisite(s): BSPH 302
Units: 3
BSPH 401 Health Policy, Leadership and Ethics
This course examines the U.S. policy making processes as
they affect the health of individuals and populations.
Students gain an understanding of the institutional
frameworks that shape health policy and the policymaking
process. Students also examine and apply principles and
theories of leadership to advocate for social justice and
health equity across diverse urban populations.
Pre-requisite(s): POL 141
Units: 3
BSPH 402 Ethnic Studies i
This elective course will review the racial ideologies
underwriting the historical formation and uses of race and
culture throughout the world, and the use of race and
culture as categories central to public health practice and
service. Structural roots of social injustice and critical
discourses of race that enhance our understandings of
power and privilege will be emphasized.
Units: 3
BSPH 403 Foundations of Global Health
This course introduces students to key challenges and
proposed solutions to global health disparities that impact
health and wellbeing. The course covers the social
determinants of health and the impact of global politics,
economics, social norms, health beliefs, cultures,
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traditions and practices that impact global health
inequities.
Units: 3
BSPH 405 Public Health Seminar
This elective public health seminar course is designed to
expose the BSPH students to a broad range of health
disparities by bringing together the many different social,
political and academic arenas that are discussing health
and social justice issues. The overarching objective is to
impress upon the student the different ways that “public
health” is addressed and how it works.
Units: 3
BSPH 410 Capstone Project
This course focuses on the integration of public health
knowledge, skills, and practice acquired during the BSPH
course of study and the student’s internship experience.
The capstone course engages students in assessing their
individual level of achievement of the BSPH public health
domains and learning outcomes, and allows students to
reflect on, finalize, and present their internship experience
projects in a high quality written report.
Units: 3
MPH 502 Racial and Ethnic Disparities in Health
This course offers an analysis and evaluation of various
topics and issues on health disparities of underserved
racial, ethnic or minority vulnerable populations as well as
an analysis of research that describes, explains and
examines variables influencing health disparities and
intervention strategies to reduce these disparities.
Units: 3
MPH 511 Principles of Epidemiology
Principles of Epidemiology focuses on the study of the
distribution and determinants of urban health issues
through the use of vital statistics data. The course provides
students with the necessary skills to investigate the
epidemiology of diseases as well as to critique population-
based studies in urban public health.
Units: 3
MPH 512 Principles of Biostatistics
Principles of Biostatistics introduces students to the
statistical methods commonly used in public health
research, including the appropriate uses and common
misuses of health statistics. The course provides the
students with the necessary skills to analyze interpret and
critique urban public health research studies
Units: 3
MPH 513 Program Planning and Evaluation
Program Planning and Evaluation builds on previously-
learned skills of epidemiology, biostatistics, and social and
behavioral theories in public health. The course provides
students with the necessary skills to plan, design,
implement and evaluate public health programs for
improving health in urban settings.
Units: 3
MPH 520 Public Health Biology
This elective course introduces students to the role human
biology plays in public health. The biological and
behavioral basis of diseases, including health promotion
and disease prevention strategies are introduced through
the study of the pathophysiology of lifestyle diseases and
their underlying socioenvironmental determinants.
Units: 3
MPH 521 Environmental Determinants of Health
Urban environmental factors, including social, physical and
chemical factors are examined as determinants of health,
with a particular emphasis on urban communities and
strategies for reducing or eliminating ambient, workplace,
and residential environmental threats.
Units: 3
MPH 522 Social and Behavioral Theories in Public Health
This course reviews the social and behavioral theories
influencing health-related behavior, and their application
in public health programs. Students are provided the skills
to apply, critique and recommend theoretically-based
public health programs targeting various urban ethnic
groups
Units: 3
MPH 523 Health Policy and Management
This course examines the political, structural, economic,
ethical, and legal framework in which U.S. public health
organizations develop, administer, and evaluate PH
programs, and the U.S. policy making processes that affect
the health of populations. .
Units: 3
MPH 524 Community Engagement in Public Health
This course provides students with the knowledge and
skills to empower underserved urban communities to
address health disparities through community
organization, capacity and coalition building, community-
based participatory research, and transcultural
communication.
Units: 3
MPH 526 Health Communication and Data Visualization
The course provides an overview of the development,
design, and delivery process for public health education,
communications and informatics. It is designed to
familiarize students with the process of communicating
public health information, goals, and objectives, and the
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application of both traditional and advanced
communication technology into meaningful interventions.
Units: 3
MPH 527 Race, Cultural Competency and Health
Working towards “cultural competence,” this course
discusses the historical and contemporary ways that race
and culture have been measured and understood in public
health research and practice. The course examines racial
formation, medicalization, biological and cultural
determinism, and ways that differences between
racial/ethnic groups are central to managing health
disparities.
Units: 3
MPH 530 Conversation on Health and Politics
This elective course is designed to expose MPH graduate
students to the breadth of public health via invited CDU
faculty and guest lecturers. Guest lecturers discuss current
research in salient public health issues through the lens of
health disparities.
Units: 3
MPH 560 Principles of Biomedical Informatics
This course provides an overview of the field of Biomedical
Informatics for public health graduate students. The goal is
to develop competencies that will allow MPH students to
take advantage of the technology in this field in order to
engage in population health informatics, including public
health practice, research and policy.
Units: 3
MPH 581 Research Methods
Fundamentals of research study design, methods and data
collection are examined. The course introduces
quantitative, qualitative and mixed method approaches to
research, as well as ethical issues in conducting research.
Units: 3
MPH 582 Public Health Thesis
This elective course (part of a two-semester series)
provides students with the knowledge and skills to
develop and refine public health research questions,
conduct a comprehensive review and analysis of the
literature, select a theory or organizing framework, outline
the methods, formulate a data analysis plan.
Units: 3
MPH 583 Grant Proposal Development
This elective course provides students an opportunity to
enhance their skills in grant proposal writing. Student will
become familiar with the funding environment, identify
potential funders, understand the grant submission and
review process, and respond to an official public health
“Request for Application” grant.
Units: 3
MPH 584 Global Health Studies-The Cuban Health System
Model
This is a Credit/No Credit course. This elective study
abroad, global health studies course exposes students to
the Cuban integrated health system. The course utilizes
experiential learning, and as such, the majority of the
instruction take place in Cuba where students receive first
hand instruction from those who work within the Cuban
health system and are served by it, including faculty in the
Cuban School of Public Health, experts in the health field,
community members, and patients. This course requires
faculty approval. This course has a study abroad fee of
approximately $4,000. The travel fee is susceptible to
change depending on final flight prices. Airfares are not
guaranteed until ticketed. All changes are subject to
availability, additional fees, airline rules and regulations.
Units: 3
MPH 585 Global Health Disparities
This course provides an interdisciplinary perspective on
key challenges and proposed solutions to global health
disparities that impact health and wellbeing. The course
covers the relevance of global politics, economics, health
systems, culture and society, and the health beliefs and
practices that impact global health disparities.
Units: 3
MPH 590 Applied Practice Experience (APE)
Formerly Public Health Practicum
This is a Credit/No Credit, hands-on course which
transitions students from an academic to a practice
mindset. Students demonstrate the attainment of at least
five (5) public health competencies through an applied
practice experience in a public/private urban health
setting, culminating in a written report, and a portfolio
with at least two (2) deliverables.
Units: 3
MPH 595 Integrative Learning Experience (ILE))
Formerly Culminating Experience (CE)
This is a Credit/No Credit course. Students complete a
culminating ILE that demonstrates synthesis of the
foundational public health and emphasis-specific
competencies. Students, in consultation with their faculty
advisor, select the competencies appropriate to the
student’s educational and professional goals during the
last semester prior to graduation, on which their ILE will be
based. The student produces a high-quality written
product, which includes a reflection on and evidence of
the competencies attained, and presents a poster of the
ILE product in an open forum format.
Units: 3
MPH 599 Independent Public Health Research
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This elective course is designed to provide MPH students
with an opportunity to explore an area of interest related
to public health research focused on urban health
disparities, and to enhance their public health research
knowledge and skills.
Units: 3
PUBLIC HEALTH EDUCATION
PHE 143 - Survey of Allied Health Professions
Provides a basic foundation for student inquiries into allied
health occupations as career choices for the healthcare
labor force. Develops skill in recognizing components of
various options in the AHP.
Units: 3
PHE 190 A and B - President’s Seminar on Health
Leadership
Students will engage with Dr. David Carlisle, President and
CEO of Charles R. Drew University of Medicine and Science
(CDU), and invited guests for an innovative health
leadership seminar. Students will learn transformational
leadership lessons and their application to modern day
CDU and current health and social issues. The class meets
once a week during the fall and spring semester and is
designed to supplement student’s existing coursework.
Units: 1
PHE 290 A and B -President’s Seminar on Health Systems
Students will engage with Dr. David M. Carlisle, President
and CEO of Charles R. Drew University of Medicine and
Science (CDU), other faculty, and invited guests for an
innovative seminar on health systems. The class meets
once a week during the fall and spring semester and is
designed to supplement students’ existing coursework.
Units: 1
PHE 250 - Community Health Issues
Discusses issues in community health including the
medical, legal, and social aspects of areas such as
substance abuse, communicable diseases, intentional
injury, and death. Provides an overview of lifestyle
behaviors that influence attitudes, services, and personal
and social issues related to health. Provides an overview of
behavior change strategies to improve health status.
Integrates Healthy People 2020 objectives strategies for
promoting health in underserved communities. This
course is a residency requirement for all undergraduate
students in the College of Science and Health.
Prerequisite(s): None
Category: E3
Units: 2
PHE 390 A and B -President’s Seminar on Contemporary
Health Affairs
Students will engage with Dr. David M. Carlisle, President
and CEO of Charles R. Drew University of Medicine and
Science (CDU), other faculty, and invited guests for an
innovative seminar on current trends and approaches to
U.S. healthcare issues.
Units: 1
PHE 255 – Biopsychosocial Dynamics of Health
Sophomore Seminar
This course explores the biopsychosocial factors that
determine that health of individuals, groups, and society
to reduce illness and disability and promote disease
prevention and health maintenance. Students will
synthesize, integrate, and build upon their general
education coursework and service learning experiences
with an emphasis on communication, critical thinking,
understanding cultural diversity, and technical skill
development within the framework of health dynamics.
This course is an in-residency requirement and must be
completed within the College of Science and Health for all
Associate degree students.
Formerly: AH 252 and AH 255
Prerequisite(s): PHE 250
Category: E2
Units: 1
PHE 344 - Educational Methods for Allied Health
Practitioners
Provides an overview of theoretical concepts of learning,
teaching, planning, implementing, and evaluating
education experiences for individuals in various settings
and at different stages in the life cycle. Emphasizes the
development of lesson plans, usage of audiovisual aids,
and application of educational methods in practical
settings.
Formerly: AH 344
Prerequisite(s): 3 units in social/behavioral science
Units: 3
PHE 352 - Health Dynamics and Cultural Diversity
Examines cross-cultural views of health, disease, and
medicine. Examines health behavior skills intended to
facilitate behavior change in cross-cultural groups. Surveys
strategies for promoting optimal care for patients and self
in the clinical situation, and increasing awareness of health
behaviors that can inhibit or enhance behavior change.
Provides an overview of four modules: cultural and
religious diversity and differences, the dynamics of helping
relationships, violence and intentional injury, and
interpersonal communication skills. Emphasizes promotion
of optimal provider-patient relationships in the clinic and
other medical encounters.
Prerequisite(s): SOC 141 or PSY 141
Category: F
Units: 3
PHE 450 - Global Health Senior Seminar
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Students synthesize, integrate, and build upon their
academic achievements from their general education
course work and service learning experiences with an
emphasis on communication, critical thinking,
understanding cultural diversity, and technical skill
development. This course is an in-residency requirement
for all undergraduate Bachelor’s degree students in the
College of Science and Health.
Formerly: AH 355 and AH 450
Prerequisite(s): PHE 250
Category: E2
Units: 1
PHE 451 - Research Methods
Presents students with various aspects of health-related
research. Focuses on basic research design, proposal
construction, data collection, statistical theory, and formal
report writing. Aims to develop and/or enhance the
student’s ability to participate in and conduct basic
research.
Prerequisite(s): CPU 125*
Units: 3
PHE 490 A and B - President’s Seminar on US Health
Policy
Students will engage with Dr. David M. Carlisle, President
and CEO of Charles R. Drew University of Medicine and
Science (CDU), other faculty, and invited guests for an
innovative seminar on US health policy. The class meets
once a week during the fall and spring semester and is
designed to supplement students’ existing coursework.
Units: 1
PHYSICIAN ASSISTANT
MPA 500 Pathophysiology
Lecture/discussion format will be utilized to introduce the
physician assistant student to the fundamentals of human
pathophysiology and enhance student knowledge in
recognizing and identifying pathophysiology for specific
disease processes.
Units: 4
MPA 501 Human Anatomy
Lecture/discussion format and laboratory experience for
cadaveric dissections will be utilized to introduce the
physician assistant student to the fundamentals of human
anatomy and enhance student knowledge in gross
morphology of the human body including structural
relationships, anatomical variations, and radiological
correlations. Content will include the basic concepts of
embryology, the comparison of normal and abnormal
structural relationships and demonstration of how these
things relate to health and disease.
Units: 4
MPA 503 Diagnostic Skills and Procedures I
Lecture, discussion and practical experiences will
introduce the student to procedures and techniques used
in the diagnosis of illness or disease. Students will be
taught to understand, interpret and apply diagnostic
findings to clinical situations. Safety principles and policies
related to performance of diagnostic tests will be
reviewed.
Units: 2
MPA 504 Pharmacology and Pharmacotherapeutics I
MPA 514 Pharmacology and Pharmacotherapeutics II
This two-semester course will utilize lecture/discussion
format and problem based learning activities to introduce
the physician assistant student to the fundamentals of
pharmacology and pharmacotherapeutics. The student
will learn the basic principles of pharmacology including
pharmacokinetics, prescription writing, drug interaction
mechanisms and pharmacodynamics.
Pharmacotherapeutics is incorporated into the curriculum
through utilization of clinical guidelines and evidence-
based medicine.
Units: 3; 3
MPA 506 Introduction to Medical Spanish for the
Physician Assistant
Lecture/discussion/interactive format will be utilized to
introduce the students to the study of Medical Spanish.
Students will gain familiarity with basic written and oral
vocabulary in addition to instruction on socioeconomic
and cultural factors impacting healthcare delivery.
Units: 2
MPA 507 Research Methods
This course introduces students to various aspects of
health-related research. It provides a basic understanding
of application of statistical methods to biologic and health
sciences. Students will review research and develop a
research activity utilizing research and proposal design
fundamentals learned within the course.
Units: 3
MPA 511 Microbiology and Infectious Disease
Lecture, discussion and case-based learning will be utilized
to introduce the student to biochemical, serological and
virulence characteristics of microorganisms. Correlation
with clinical presentation will be emphasized along with
fundamentals of signs, symptoms, etiology, epidemiology,
pathophysiology, host response, differential diagnosis,
management and follow-up care for various infectious
diseases and disorders.
Units: 2
MPA 512 Principles of Medicine I
This course will address topics related to the etiology,
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epidemiology, pathophysiology, history and physical
presentation, differential diagnosis, diagnostic methods,
treatment, prevention and follow-up care of various
medical disorders occurring across the lifespan. This
course will also introduce the student to the newest
advances in medicine and latest global medical topics.
Units: 6
MPA 513 Diagnostic Skills and Procedures II
Lecture, interactive format and practical experiences will
be used to introduce the PA student to the fundamentals
of various diagnostic modalities and procedures. Safety
principles, rationale for ordering diagnostic tests or
performing procedures, interpretation and correlation to
clinical symptoms will be emphasized.
Units: 1
MPA 520 Principles of Surgery and Emergency Medicine
Lecture/discussion/laboratory experience format will be
utilized to introduce the physician assistant student to the
fundamentals of signs, symptoms, etiology, epidemiology,
pathophysiology, differential diagnosis, surgical and
medical management, and follow-up care and prevention
of specific conditions encountered in surgical, surgical
subspecialty and emergency settings. Laboratory sessions
will be used to familiarize the student with basic surgical
procedures, aseptic technique and clinical correlation.
Units: 3
MPA 521 Principles of Obstetrics and Gynecology
Lecture/discussion format will be utilized to introduce the
physician assistant student to the fundamentals of signs,
symptoms, etiology, epidemiology, anatomy,
pathophysiology, differential diagnosis, clinical and
medical management, and follow-up care and prevention
of various obstetric and gynecological diseases and
disorders.
Units: 3
MPA 522 Principles of Medicine II
This course will address topics related to the etiology,
epidemiology, pathophysiology, history and physical
presentation, differential diagnosis, diagnostic methods,
treatment, prevention and follow-up care of various
medical disorders occurring across the lifespan. This
course will also introduce the student to the newest
advances in medicine and latest global medical topics.
Units: 9
MPA 523 Principles of Behavioral Medicine
Lecture/discussion format will be utilized to introduce the
physician assistant student to the fundamentals of signs,
symptoms, etiology, epidemiology, anatomy,
pathophysiology, differential diagnosis, clinical and
medical treatment, and follow-up care and prevention of
various disorders of behavioral psychiatry. This course will
also introduce the student to the relationship between
physical and psychological health.
Units: 2
MPA 524 Psychosocial Dynamics in Health Care
Lecture/discussion/group interactive format will be
utilized to introduce the physician assistant student to
societal and individual prejudices, preconceived
perceptions, and biases that influence clinical interactions
and how to develop appropriate responses and strategies
to develop cultural and structural competency and
structural humility.
This course provides students with common psychosocial
problems encountered by medical professionals and
explores issues related to sexuality, cultural, structural
competence and humility, multicultural health, cross-
cultural communication, healthcare disparities and
underserved populations.
Units: 2
MPA 530 Patient History and Physical Diagnosis I
Lectures, small groups and practical lab experiences will
introduce students to the fundamental skills necessary to
conduct a medical interview, perform and to present the
information in organized oral and written formats.
Students will use patient history, physical exam and clinical
data to formulate an assessment and develop a care plan.
Units: 3
MPA 531 Patient History and Physical Diagnosis II
This course is the second of a two-curse series. Lectures,
small groups and practical lab experiences will introduce
students to the fundamental skills necessary to conduct a
medical interview and to present the information in
organized oral and written formats. Students will use
patient history, physical exam and clinical data to
formulate an assessment and develop a care plan
Units: 3
MPA 610 Supervised Clinical Practice Experience (SCPE) –
Internal Medicine
This SCPE introduces students to internal medicine and the
evaluation and management of adults in inpatient or
outpatient settings. Students will evaluate and manage
adult patients under appropriate supervision through
accurate analysis of history and physical examination
findings, interpretation of diagnostic studies, and
development of management plans.
Units: 3
MPA 611 Supervised Clinical Practice Experience (SCPE) –
Emergency Medicine
This SCPE introduces students to hospital-based
emergency medicine. Students will evaluate and manage
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patients of all aged under appropriate supervision through
accurate analysis of history and physical examination
findings, interpretation of diagnostic studies, recognition
of life-threatening conditions and development of
management plans.
Units: 3
MPA 612 Supervised Clinical Practice Experience (SCPE) –
Family Medicine
This SCPE introduces students to the fundamentals of
family medicine in the outpatient setting. Students will
evaluate and manage patients throughout the lifespan
under appropriate supervision through accurate analysis
of history and physical examination findings,
interpretation of diagnostic studies, development of
management plans, and dissemination of preventive care
recommendations.
Units: 3
MPA 621 Supervised Clinical Practice Experience (SCPE) –
Surgery
This SCPE introduces students to the fundamentals of
surgery and inpatient medicine. Students will participate in
both intraoperative procedures and the preoperative and
postoperative management of patients throughout the
lifespan under appropriate supervision in both emergent
and nonemergent surgical cases.
Units: 3
MPA 622 Supervised Clinical Practice Experience (SCPE) –
Obstetrics and Gynecology
This SCPE introduces students to the fundamentals of
women’s health. Students will evaluate and manage
patients with gynecological and obstetric medical and
surgical issues throughout the lifespan under appropriate
supervision through accurate analysis of history and
physical examination findings, interpretation of diagnostic
studies, and development of management plans.
Units: 3
MPA 623 Supervised Clinical Practice Experience (SCPE) –
Pediatrics
This SCPE introduces students to the fundamentals of
pediatrics. Students will evaluate and manage patients
from birth through adolescence under appropriate
supervision through accurate analysis of history and
physical examination findings, interpretation of diagnostic
studies, development of management plans, and
dissemination of preventive care recommendations. Units:
3
MPA 631 Supervised Clinical Practice Experience (SCPE) –
Behavioral Medicine
This SCPE introduces students to the fundamentals of
behavioral medicine and psychosocial components of
health, disease, and disability in the inpatient setting.
Students will evaluate and manage patients with various
psychiatric disorders under appropriate supervision
through accurate analysis of history and mental status
examination and development of management plans.
Units: 3
MPA 632 Supervised Clinical Practice Experience (SCPE) –
Elective 1
This SCPE introduces students to a specific medical
discipline in an offsite medical facility. Students will
evaluate and manage patients with various medical
disorders related to the selective rotation under
appropriate supervision through accurate analysis of
history and physical examination findings, interpretation
of diagnostic studies, and the development of
management plans.
Units: 3
MPA 633 Supervised Clinical Practice Experience (SCPE) –
Elective 2
This SCPE introduces students to a specific medical
discipline in an offsite medical facility. Students will
evaluate and manage patients with various medical
disorders related to the elective rotation under
appropriate supervision through accurate analysis of
history and physical examination findings, interpretation
of diagnostic studies, and the development of
management plans.
Units: 3
MPA 641 Medical Ethics and Health Law
Lecture/discussion/PBL format will be utilized to introduce
the physician assistant student to the fundamentals of
medical ethics and health law. The course includes an
overview of ethical theories and approaches for
investigation into specific ethical problems found in the
medical setting and will assist the student in making
ethical decisions using a systematic, theory-based,
organized approach. Supervised Clinical Practice
Experience encounters are utilized to demonstrate ethical
and legal dilemmas. A framework of ethical decision-
making is introduced and used to make decisions using
both ethical and legal guidelines on provided medial cases.
This course will also review current laws, program
accreditation and licensure standards for the physician
assistant.
Units: 3
MPA 643 Principles of Medicine – III
This course will address topics related to the etiology,
epidemiology, pathophysiology, history and physical
presentation, differential diagnosis, diagnostic methods,
treatment, prevention and follow-up care of various
medical disorders occurring across the lifespan. This
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course will also introduce the student to the newest
advances in medicine and latest global medical topics.
Units: 5
MPA 645 Professional Roles and Responsibilities
This course addresses factors relating to the PA profession
including history, credentialing requirements, policies,
laws, regulations, practice dynamics, and professional
development. The course also introduces students to a
historical understanding of the community surrounding
CDU and addresses the social, health and economic
challenges of providing health care to underserved
populations.
Units: 2
MPA 600 Summative Evaluation and Medicine Review
This comprehensive medicine review course is designed to
further develop and assess the student’s ability to apply
the fundamentals of medicine in written, practical and
verbal formats. Weekly system-based exams are
administered in preparation for the summative
examination and PANCE. Lectures includes exam analysis,
system-based review, and case-based learning.
Units: 5
MPA 700 - 703 (Graduate Seminar I-IV)
The graduate seminar series will provide the PA student
with tools necessary for scholarly practice, professional
advancement, leadership, and service in the context of
addressing health disparities, seeking social justice and
improving the health of medically underserved
communities. Lecture/discussion/small group format will
be utilized. Lectures and activities will be completed
during the clinical year and the last fall semester.
Units: 1 for each course
PSYCHOLOGY
PSY 141 - General Psychology
Introduces psychology, including a brief overview of its
history and various schools of thought. Focuses on the
basics of human behavior, developmental psychology,
personality and adjustment, and social psychology.
Includes the application of psychological principles to
health and cross-cultural experiences. Provides an
introduction to methods of psychological evaluations.
Units: 3
PSY 180 – Psychology of Addiction
Introduction to addiction studies and the psychology of
addiction. Presents the impact of alcohol and other drugs
of abuse and dependence on the individual, family and
society by reviewing biological, psychological, behavioral,
social and environmental factors that can lead to and
exasperate addiction. Historical and modern day diversity
and disparity will be reviewed in related to course
concepts that include but are not limited to, prevention
and education, assessment and differential diagnosis of
co-occurring disorders, and treatment and maintenance
modalities. This course curriculum applies toward
addiction studies certifications.
Units: 3
PSY 200 – Physiology & Pharmacology
Biopsychosocial effects of mood altering substances and
behaviors and their implications for the addiction process
are discussed. Emphasis is placed on pharmacological
effects of tolerance, withdrawal, dual diagnosis, and drug
interaction.
Units: 3
PSY 210 – Counseling Theories
Introduces models and theories of counseling and
psychotherapy for individuals, families and groups.
Students utilize critical thinking skills to conceptualize
cases, and begin to formulate their theoretical orientation.
Course content focuses on empirically supported mental
health and addiction counseling techniques and
interventions for culturally diverse client populations.
Units: 3
PSY 300 – Law and Ethics
Law and Ethics is designed to prepare psychology students
for their fieldwork, future employment as counselors in
the community, and counseling certification exams. This
course covers the required knowledge and application of
legal and ethical issues in the field of psychology and
within substance abuse counseling.
Units: 3
PSY 310 – Personal & Professional Development
The purpose of this course is to facilitate the personal and
professional growth and development of individual
students. The course continues to expand on the
knowledge, skills and attitudes of the BSPSY program to
prepare students to be mindful, ethical and well prepared
for applied psychology clinical training, and employment.
This course focuses on development self-awareness,
ethical practice and professionalism. Students will have
the opportunity to experience being a client and working
through any personal issues that may hinder their
objectivity and readiness to work in the field of counseling
and applied psychology.
Units: 3
PSY 350 - Psychopathology
Diagnostic classifications of psychopathology are
emphasized as it is outlined in the American Psychiatric
Association’s Diagnostic and Statistical Manual of Mental
Disorders. Differential diagnosis, ethical considerations,
historical context, research and assessment, and diversity
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and disparity issues related to psychopathology and its
treatment will also be discussed. The course will include an
in depth analysis of chemical dependency and mental
illness, as well as neurodiversity and spectrum disorders.
Units: 3
PSY 351 - Human Development
Describes human development from a physical,
psychological, biological, anthropological, and sociological
perspective from conception to death. Emphasizes the
scientific method to describe and explain human
development. Examines the influence of culture and the
external environment.
Units: 3
PSY 415 – Human Sexuality
Explores the biopsychosocial factors of human sexuality.
Students will examine the broad range of human sexual
expression throughout history and across a lifespan taking
into consideration culture, religion, and the law. The
course also covers anatomy, gender and sexual variations,
physical and sexual development, sexual health and
disease, disability and dysfunction, and abuse and
aggression.
Units: 3
PSY 425- Health Psychology
This course offers a broad overview of the field of health
psychology. The course covers topics including: stress and
coping, resilience, health behaviors,
psychoneuroimmunology, psychological experiences
related to chronic and terminal illness, patient-doctor
interactions, experiences with pain, quality of life, and
cultural/community approaches to health. A
biopsychosocial framework will be applied throughout and
issues of cultural diversity and social justice will also frame
the examination of the intersection of psychology and
health.
Units: 3
PSY 460 – Community Psychology
Covers the history of community psychology in the context
of community mental health. Applies the core principles
and theories of community psychology (e.g., social justice,
socio-ecological frameworks, critical frameworks,
community participatory research, empowerment,
community resilience, and cultural diversity). Focuses on
the theories, concepts, and research from community
psychology to help you think critically about your
professional development.
Units: 3
PSY 475 - Senior Capstone: Diversity and Disparity
Counseling Special Populations
Senior Capstone: Diversity and Disparity Counseling
Special Populations is designed to guide students to
become proficient and knowledgeable in the theory,
research, and practice covering neurodiversity, mental
health diversity and disparity within multicultural
counseling and therapy. This course is also designed to
prepare counseling students for their fieldwork, future
employment as counselors in a community setting, and
counseling certification exams.
Units: 3
RADIOLOGIC TECHNOLOGY
RAD 102 – Introduction to Radiologic Technology
Provides an introduction to the profession of radiologic
technology. Discusses introduction to the clinical setting,
radiologic services administration, basic radiation
protection, patient interactions, and infection control.
Discusses an overview of radiography, its role in the
healthcare delivery system, and the history and future of
the profession.
Units: 3
RAD 103 - Radiographic Positioning I w/lab
Designed to provide the student with the necessary
concepts and practical experiences in basic standardized
radiographic positioning of the upper limb, lower limb, and
chest. This course also discusses radiographic terminology
and considerations related to the production of quality
radiographs.
Units: 3
RAD 104 - Radiographic Positioning II w/lab
Designed to provide the student with the necessary
concepts and practical experience in basic standardized
radiographic positioning of the, pelvic girdle, bony thorax,
and abdomen. This course also discusses radiographic
terminology and considerations related to the production
of quality radiographs.
Prerequisite(s): All RAD course in the first year fall
semester
Units: 3
RAD 105 - Methods of Patient Care
Designed to acquaint the student with the necessary
concepts of patient care. It includes the consideration of
physical and psychological conditions. It describes routine
and emergency patient care procedures. It also identifies
the role of the radiologic technologist in patient education.
This course also discusses aspects of death and dying. It
discusses contrast media pharmacology and its practical
use and includes certification in basic CPR.
Units: 2
RAD 106 - Radiographic Positioning III w/lab
Provides the necessary concepts and practical experience
in basic standardized radiographic positioning of the skull,
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sinuses, petromastoid, and temporomandibular
articulations. Discusses considerations related to the
production of quality radiographs. This course also
discusses radiographic terminology and considerations
related to the production of quality radiographs.
Prerequisite(s): All RAD courses in the first year fall and
spring semesters
Units: 3
RAD 107 – Introduction to Radiography Physics
Introduces basic health physics and computational
techniques required for further education in the radiologic
technology. Topics include atomic physics, quantum
mechanics, radioactivity, electromagnetism, X-ray
production, X-ray interactions with matter, and a
comparative survey of medical imaging techniques.
Units: 3
RAD 112 - Principles of Radiation Exposure I
Provides introductory knowledge and understanding of X-
ray exposure technique as correlated with practical
application. It provides an introduction to PACS and digital
radiography. Develops the capability to devise and revise a
technique based on sound principles and practices. It
discusses basic math and algebra formulas. Basic
fundamentals concerned with the production, analysis,
and recording of radiographic images are included in this
course. Understanding density, contrast, detail and
distortion as well as their interrelationships will be
emphasized. Subject matter will include mAs, kVp,
distance relationships, geometric image formation, grids,
beam limiting devices, and filtration. Laboratory
assignments are included.
Prerequisites: All RAD courses in the first fall semester
Units: 3
RAD 113- Principles of Radiation Exposure II
Continuation of RAD 112. This course continues to provide
knowledge and understanding of X-ray exposure
technique as correlated with practical application. This
course also provides knowledge of factors that govern and
influence the production and recording of radiographic
images. It provides further knowledge of PACS and digital
radiography, and fluoroscopy. It also demonstrates clinical
applications of theoretical principles and concepts via
laboratory assignments and discussion.
Prerequisite(s): All RAD courses in the first year fall and
spring semesters
Units: 3
RAD 120 - Clinical Practicum I
Designed to introduce the student to the clinical setting
and exposure to departmental organization; patient flow,
and digital imaging; observation in various sections of the
radiography department. It requires assigned students to
assist in various patient care and departmental functions
and perform examinations under direct supervision.
Units: 3
RAD 130 - Clinical Practicum II
Designed to further develop student clinical skills under
direct and indirect supervision. This course further
develops practical skills in patient care. The student
continues to accumulate hours and examinations required
by the State of California Department of Health Services.
Prerequisites: All RAD courses in the first year fall
semester
Units: 2
RAD 140 – Clinical Practicum III
Designed to continue developing skills in performing
examinations under direct and indirect supervision. The
student continues to develop positioning skills and making
exposures using sound radiation protection decisions.
Students must begin to demonstrate developing
competency in radiographic procedures of patients with
emergent and non-emergent conditions. The student
continues to accumulate hours and examinations required
by the State of California Department of Health Services.
Prerequisites: All RAD courses in the first year fall and
spring semesters
Units: 4
RAD 209 - Radiographic Positioning IV w/lab
Provides study and laboratory demonstration in various
anatomic positions necessary to demonstrate specific
anatomical parts for diagnostic evaluation with an
emphasis on the vertebral column. Discuss medical
terminology and considerations related to the production
of quality radiographs.
Prerequisite(s): All RAD courses in the first year
Units: 3
RAD 215 – Advanced Radiographic Procedures
Designed to introduce and develop skills necessary to
perform special procedures. This course will also develop
skills necessary to perform procedures on patients with
unusual conditions or pathologies. This course covers the
contrast studies of the abdomen, liver, spleen, biliary tract,
alimentary canal, and urinary system. It discusses
fluoroscopy radiation protection. It also provides study
and laboratory demonstration of various positions
necessary to demonstrate specific anatomical parts for
diagnostic evaluation. This course also discusses
radiographic terminology and considerations related to
the production of quality radiographs.
Prerequisite(s): All RAD courses in the first year
Units: 3
RAD 216 – Principles of Radiation Exposure III
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Designed to further develop theoretical knowledge of
studies in X-ray production, emission, and interaction with
matter and a recording medium. Introduces advanced
fundamentals of radiation and radiation physics as it
applies to humans and image receptors. It also provides
study in radiation protection, radiation monitoring, and
dosimetry. It also introduces the fundamentals of physics
in mammography, fluoroscopy, and special procedures.
Prerequisite(s): All RAD courses in the first year
Units: 3
RAD 217 – Sophomore Seminar II and Certification
Preparation
Designed for the student to review those subjects
necessary for the successful completion of the American
Registry of Radiologic Technologists (ARRT) certification
examination, fluoroscopy, and/or the California Certified
Radiologic Technologist (CRT) certification exams in
radiography. Consists of lectures by guest and faculty. This
course also permits the student to use simulated testing
software to identify and eliminate their own personal
areas of academic weakness before taking the certification
examinations.
Prerequisite(s): All RAD courses in the first year and
second year fall semesters
Units: 6
RAD 220 - Clinical Practicum IV
Designed to continue develop advanced skills in
performing examinations under direct and indirect
supervision. The student continues to develop positioning
skills and making exposures using sound radiation
protection decisions. Students must demonstrate
developing competency in radiographic procedures of
patients with emergent and non-emergent conditions.
Prerequisite(s): All RAD courses in the first year
Units: 4
RAD 221 - Principles of Nutrition for Radiologic
Technologists
This course will introduce basic concepts of nutrition with
an emphasis on methods to improve health through
proper nutrition. Principles of digestion and absorption,
the function of nutrients, lifecycle nutritive needs, disease
prevention, diet modifications, weight control, and global
nutrition health will be covered.
Units: 3
RAD 230 - Clinical Practicum V
Designed to continue to develop advanced skills in
performing examinations under indirect supervision. The
student begins to master positioning skills and making
exposures using sound radiation protection decisions.
Students must begin to demonstrate mastery competency
in radiographic procedures of patients with emergent and
non-emergent conditions. This course enhances skills in
procedures learned in prior clinical courses. It provides
comprehensive experiences in closely related special
imaging and therapeutic modalities to broaden knowledge
of the profession.
Prerequisite(s): All RAD courses in the first year and
second year fall semester
Units: 3
RAD 310 – Quality Management in Radiology
Designed to develop both quality management and quality
control information for all major imaging modalities.
Introduces advanced fundamentals of digital imaging and
quality control procedures for electronic image monitors
and PACS, mammography, updated legislative content,
and current ACR accreditation requirements. It also
introduces the fundamentals QM procedures.
Units: 3
RAD 330 - Philosophy & Medicine
Provides a humanistic study of medicine and health care
from the perspectives of traditional and contemporary
philosophies. Approaches current medical thought and
health care in terms of the historical, cultural, and
intellectual formation of such concepts as illness, wellness,
methods of discovery and knowledge, mind/body,
scientific, and holistic views of reality.
Units: 3
RAD 400 - Cross-Section Anatomy
This course is designed to begin with a review of gross
anatomy of the entire body. Detailed study of gross
anatomical structures will be conducted systematically for
location, relationship to other structures and function.
Gross anatomical structures are located and identified in
axial (transverse), sagittal, coronal and orthogonal
(oblique) planes. Illustrations and anatomy images will be
compared with CT and MR images in the same imaging
planes and at the same level when applicable. The
characteristic appearance of each anatomical structure as
it appears on CT, MR and ultrasound images, when
applicable, will be stressed.
Prerequisite: Active certification (or eligible) as a
Registered Technologist by the American Registry of
Radiologic Technologists.
Units: 3
RAD 401 – Magnetic Resonance Imaging
This course is designed to prepare the Radiologic
Technologist clinically for a professional career in MRI.
Emphasis is placed on the foundations, concepts, and
procedures of Clinical Magnetic Resonance
Imaging.
Prerequisite: Active certification (or eligible) as a
Registered Technologist by the American Registry of
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University Catalog | 2023 - 2024
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Radiologic Technologists.
Units: 3
RAD 404 - Computed Tomography
This course is designed to provide detailed information of
procedures for CT whole body imaging of adult and
pediatric patients. The procedures include, but are not
limited to, indications, patient education, patient
preparation, orientation and positioning, patient history
and assessment, contrast media usage, localizer image,
selectable scan parameters and viewing and archiving of
the images. CT procedures will be explained for
differentiation of specific structures, patient
symptomology and pathology. CT exam images will be
reviewed for quality, anatomy and pathology. CT
procedures vary from facility to facility and normally are
dependent on the preferences of the radiologists.
Prerequisite(s): Active certification (or eligible) as a
Registered Technologist by the American Registry of
Radiologic Technologists.
Units: 3
RAD 405 - Cross-Section Pathology
This course is designed as an overview of pathologies
commonly seen in magnetic resonance imaging and
computed tomography. Along with distinguishing various
types and pathologies as seen on MRI and CT scans.
Emphasis will be placed on a general understanding of the
description, etiology, epidemiology, signs and symptoms,
imaging characteristics, treatment, and prognosis of those
pathologies.
Prerequisite: RAD 400 and RAD 404
Units: 3
RAD 406 – Computed Tomography Clinical Practicum
The clinical practice in CT will sequentially develop the
student in; critical thinking, patient care, safety, image
production and analysis as it pertains to computed
tomography. Students must complete 360 hours of clinical
practicum within the 12 weeks of the summer semester. If
a student has a clinical site outside of CDU's affiliation list,
we will process the necessary paperwork for the student
to attend that site.
Prerequisite: RAD 400 and RAD 404
Units: 8
General Education and Elective Courses by
Category
Category A: Written and Oral Communication and Critical
Thinking
ENG 111 - English Composition
Introduces the student to written discourse in the form of
the essay. Reviews the stages of writing process and the
stylistics involved in essay composition. Analyzes texts of
various authors and teaches various types of essay
composition. WASC Core Competency: Written
Communication requires a C to pass the course.
Prerequisite(s): ENG 099 or appropriate score on the pre-
enrollment writing examination.
Category: A1
Units: 3
ENG 314 - Writing for Health Care Professionals
Emphasizes professional writing and research methods for
students in allied health. Requires students to select,
develop, and produce individual and collaborative writing
projects from planning through production. Includes
organizational or public document projects, such as
journal articles, newsletters, a series of health promotion
pamphlets, a set of organizational policies and procedures,
or a community-based research project culminating in
formal proposals.
Prerequisite(s): ENG 111
Category: A1, E & F
Units: 3
COM 111 - Public Speaking
Introduces the fundamental principles, skills, and
applications of speechmaking, preparation for public
speaking, organization of materials, presentational
techniques, critical listening skills, and speech analysis.
Provides students with opportunities to deliver various
speech types. WASC Core Competency: Oral
Communication requires a C to pass the course.
Category: A2
Units: 3
ENG 112 - Critical Thinking and Text Analysis
This course is an intensive reading and writing course
designed to develop the student’s ability to think critically,
analyze, synthesize, evaluate, and draw conclusions from
complex information in a variety of forms and contexts.
The primary source material for the course will be texts,
that is, textual forms, including, but not limited to, written,
cultural, artistic, and various media forms. As the
advanced semester of composition, this course will allow
students to continue to define their academic reading,
writing, and research practice, and to expand upon their
knowledge and understanding of fundamental
communication theory. The course will also offer
opportunities for students to work in collaborative settings
in order to broaden their experience in determining
effective models for critical and creative thinking, and
problem solving. WASC Core Competency: Critical Thinking
requires a C to pass the course.
Prerequisite(s): ENG 111
Category: A3
Units: 3
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OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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Category B: Scientific Inquiry & Quantitative Reasoning
CHM 100 - Basic Chemistry with lab 4 units
Introduction to the fundamental concepts of chemistry,
atomic theory, electron configuration, periodicity,
bonding, molecular structure, reaction stoichiometry, gas
laws, and changes in state in preparation. This course
includes a laboratory component. The course is also a
preparatory course for entry into BMS 140L. The
requirement is waived if the student has taken AP Biology
with a score of 3 or above.
Category: B1
Units: 4
BMS 140 - General Chemistry I with lab
Introduction to the fundamental concepts of chemistry,
atomic theory, electron configuration, periodicity,
bonding, molecular structure, reaction stoichiometry, gas
laws, acids and bases, thermodynamics, kinetics, organic
molecules, and changes in state in preparation for
advanced classes in Biomedical Sciences
Category: B1
Units: 4
PHY 250 - General Physics I with lab
Introductory calculus-based physics course. Topics include
kinematics, mechanics, work, momentum, rotational
motion, elasticity, mechanical waves, thermodynamics,
and fluid mechanics.
Category: B1
Units: 4
BMS 100 - Human Biology with lab
Survey of human biological concepts covering the areas of
anatomy and physiology, genetics, cellular, and molecular
biology. The laboratory component is required. This course
satisfies category B for General Education.
Category: B2
Units: 4
BMS 120 - Introduction to Anatomy and Physiology
Covers the origin of human organ systems, homeostasis,
the function of major organ systems and selected diseases
that affect each system. Equal consideration is given to
anatomy and physiology. Covers current issues relevant to
designated organ systems to enhance the students’
knowledge of research and basic science contributions.
Category: B1
Units: 4 (3 lecture units, 1 lab unit)
BMS 130 - General Biology with lab I
Introduction to the ecology, evolution, and diversity of life,
covering all major groups of organisms from a phylogenic
perspective.
Category: B2
Units: 4
BSPH 310 - Physiological and Lifestyle Basis of Disease
This course introduces students to the role of behavioral
and lifestyle factors on human health and disease.
Students will be able to propose health promotion and
disease prevention strategies to address varies lifestyle
diseases based on the pathophysiology of diseases.
Category: B2
Units: 3
MTH 126 - College Algebra
Reviews basic algebra concepts and presents intermediate
to advanced treatments of linear and quadratic equations
and their applications, function composition and inversion,
polynomial functions, exponential functions, logarithmic
functions, graphing of asymptotic behavior, matrices,
determinants, systems of linear equations, sequences,
series, and probability.
Category: B3
Units: 3
MTH 130 - Pre-Calculus
Elementary function theory with graphing techniques and
applications. Polynomials, rational functions, exponential
functions, logarithms, trigonometric functions, arithmetic
series, geometric series, and conic sections will be studied
in detail. The course provides a solid foundation for
problem-solving using scientific and graphics calculators.
Category: B3
Units: 3
MTH 150 - Statistic for Research
This course introduces the fundamental concepts of
descriptive and inferential statistics that emphasize
application to the life sciences. Topics include: sampling
and measurement, tests of significance, probability
distributions, confidence intervals, regression, and
correlation.
Category: B3
Units: 3
Category C: Arts and Humanities
ART 131 - Health and Creative Arts
Covers creative communication as expressed through
poetry, song, drama, and visual media and as related to
the influence on people’s perception of themselves and
their environment. Explores the extent to which these art
forms benefit health and recovery.
Category: C1
Units: 3
COM 131 - Introductory Spanish
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OF MEDICINE AND SCIENCE
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A comprehensive beginning Spanish course designed for
students with no previous knowledge of Spanish or with a
previous Spanish course that was taken more than three
years ago. This course includes instruction and practice in
all four basic languages skills of speaking, reading, writing,
and listening. This course is recommended before COM
231 Spanish for Healthcare Professionals.
Category. C2 or C3, or E
Units: 3
COM 231 - Spanish for Healthcare Professionals
Teaches the vocabulary, grammatical principles, and
sentence structure needed by those in the medical field.
Focus is primarily on methods to take a medical history,
perform physical examinations, and counsel patients in
Spanish to enhance the patient-healthcare provider
relationship.
Category: C 2 or 3, E or F
Units: 3
HUM 231 - Introduction to Humanities I
Provides an integrated historical, aesthetic, and
philosophic perspective on world cultures with readings of
primary texts, such as oral traditions from the earliest
civilizations, including persistent African traditions,
through the European late middle ages.
Prerequisite(s): ENG 111
Category: C2/3
Units: 3
HUM 232 - Introduction to Humanities II
Provides an integrated historical, aesthetic, and
philosophic perspective on world cultures with readings of
primary texts from the European Renaissance to the end
of the second millennium.
Prerequisite(s): ENG 111
Category: C2/3
Units: 3
HUM 233 - Cultural Diversity in Contemporary Literature
Surveys the literatures of various cultural groups as
expressed through the texts and voices of representative
writers and poets. Emphasizes contemporary ethnic
literatures, as well as representative writing of diverse
cultural and sub-cultural groups. Focuses occasionally on
special topics presented by visiting scholars.
Prerequisite(s): ENG 111
Category: C2/3, E
Units: 3
HUM 330 - Philosophy & Health
Provides a humanistic study of medicine and healthcare
from the perspectives of traditional and contemporary
philosophies. Approaches current medical thought and
healthcare in terms of the historical, cultural, and
intellectual formation of such concepts as illness, wellness,
methods of discovery and knowledge, mind/body,
scientific, and holistic views of reality. Formerly: AH 330
Prerequisite(s): ENG 111 and ENG 112
Category: C2/3 or F
Units: 3
HUM 335 - Literature of Health
Provides a humanistic perspective of medicine and
healthcare revealed through literary studies. Engages
students in critical analyses and discussions of literary
texts.
Prerequisite(s): ENG 111 and ENG 112
Category: C2/3 or F
Units: 3
Category D: Social Sciences
HIS 141 - United States History
Explores in survey form the roots of American civilization
and culture by focusing on specific problems that have
shaped the character, social, and political development of
American society.
Category: D
Units: 3
POL 141 - United States Government
This course is designed to explore the foundations and
development of American politics and the American
political system from its origins in the Western tradition
until the present day and focuses on the ways in which
various theoretical, philosophical, and historical ideas
contribute to and inform the workings and dynamics of
U.S. Politics and Government as it exists in the
contemporary moment.
Category: D
Units: 3
PSY 141 - General Psychology
Introduces psychology, including a brief overview of its
history and various schools of thought. Focuses on the
basics of human behavior, developmental psychology,
personality and adjustment, and social psychology.
Includes the application of psychological principles to
health and cross-cultural experiences. Provides an
introduction to methods of psychological evaluations.
Category: D
Units: 3
PSY 350 - Psychopathology
Diagnostic classifications of psychopathology are
emphasized as it is outlined in the American Psychiatric
Association’s Diagnostic and Statistical Manual of Mental
Disorders. Differential diagnosis, ethical considerations,
historical context, research and assessment, and diversity
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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and disparity issues related to psychopathology and its
treatment will also be discussed. The course will include an
in-depth analysis of chemical dependency and mental
illness, as well as neurodiversity and spectrum disorders.
Category: D or F
Units: 3
PSY 351 - Human Development
Describes human development from a physical,
psychological, biological, anthropological, and sociological
perspective from conception to death. Emphasizes the
scientific method to describe and explain human
development. Examines the influence of culture and the
external environment. Discusses practical implications for
allied health professionals. Recommended not required
Prerequisite(s): SOC 141 or PSY 141.
Category: D or F
Units: 3
PSY 415 - Human Sexuality
Explores the biopsychosocial factors of human sexuality.
Students will examine the broad range of human sexual
expression throughout history and across a lifespan taking
into consideration culture, religion, and the law. The
course also covers anatomy, gender and sexual variations,
physical and sexual development, sexual health and
disease, disability and dysfunction, and abuse and
aggression.
Category: D or F
Units: 3
PSY 425 - Health Psychology
This course offers a broad overview of the field of health
psychology. The course covers topics including: stress and
coping, resilience, health behaviors,
psychoneuroimmunology, psychological experiences
related to chronic and terminal illness, patient-doctor
interactions, experiences with pain, quality of life, and
cultural/community approaches to health. A
biopsychosocial framework will be applied throughout and
issues of cultural diversity and social justice will also frame
the examination of the intersection of psychology and
health.
Recommended not required Prerequisite(s): SOC 141 or
PSY 141.
Category: D or F
Units: 3
SOC 141 - Introduction to Sociology
Introduces the study of self, socialization, and social
interaction. Explores interpersonal relations, social roles,
structure and social change, and culture.
Category: D
Units: 3
Category E: Diversity, Service, Community Health, and
Professional Development
BMS 201 - Social Justice and Leadership Seminar
This interactive course will explore, both through readings
and various activities, the meaning of leadership in today’s
scientific enterprise at the service of society.
Prerequisite: Instructor Approval
Category: E
Units: 1
BMS 450 - Ethics in Biomedicine
Exploration of ethical issues that arise while conducting
biomedical research. Examination of ethical issues such as
establishing guidelines for ethical research methods,
understanding legal requirements for conducting
biomedical research, considering subjects’ cultural and/or
religious backgrounds, and citing others’ work. Includes
guided practice in moral reasoning, and it relates to
research.
Prerequisite: Sophomore Standing
Category: E
Units: 1
BSPH 202 - Health Disparities, Equity, and Social Justice
This course will explore health disparities, examine social
determinants of health, and understand multi-level
strategies at reducing poor health outcomes within a
public health context founded in social justice. As an
introductory course, we will examine, address, and
respond to health disparities for the achievement of
health equity.
Category: E
Units: 3
BSPH 203 - Community Health Education and
Communication
The course introduces students to the theoretical
foundations and practical applications of community
health education and effective health communication
strategies. Through a number of active learning
experiences, students will develop the skills necessary to
develop, structure and communicate health education
content to a variety of audiences.
Category: E
Units: 3
BSPH 403 - Foundations of Global Health
This course introduces students to key challenges and
proposed solutions to global health disparities that impact
health and wellbeing. The course covers the social
determinants of health and the impact of global politics,
economics, social norms, health beliefs, cultures,
traditions and practices that impact global health
inequities.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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Category: E
Units: 3
COM 315 - Cross Cultural Communication in Healthcare
Introduces the concepts and principles of effective
communication as they are applied to communication
within healthcare contexts. Focuses on interpersonal
communication, including patient practitioner
interactions, barriers to effective communication, verbal
and nonverbal behavior, and ethics of communication,
with an emphasis on cross-cultural communication. Course
also covers professional presentation methods for
academic and healthcare settings.
Prerequisite (S): COM111
Category: E or F
Units: 3
COM 131 - Introductory Spanish
A comprehensive beginning Spanish course designed for
students with no previous knowledge of Spanish or with a
previous Spanish course that was taken more than three
years ago. This course includes instruction and practice in
all four basic languages skills of speaking, reading, writing,
and listening. This course is recommended before COM
231 Spanish for Healthcare Professionals.
Category: C2 or C3, or E
Units: 3
COM 231 - Spanish for Healthcare Professionals
Teaches the vocabulary, grammatical principles, and
sentence structure needed by those in the medical field.
Focus is primarily on methods to take a medical history,
perform physical examinations, and counsel patients in
Spanish to enhance the patient-healthcare provider
relationship.
Category: C 2 or 3, E or F
Units: 3
COM 315 - Cross Cultural Communication in Healthcare
Introduces the concepts and principles of effective
communication as they are applied to communication
within healthcare contexts. Focuses on interpersonal
communication, including patient practitioner
interactions, barriers to effective communication, verbal
and nonverbal behavior, and ethics of communication,
with an emphasis on cross-cultural communication. Course
also covers professional presentation methods for
academic and healthcare settings.
Prerequisite (S): COM111
Category: E or F
Units: 3
CPU 125 - Introduction to Computer Applications
Designed for students to enhance competency in
information literacy and beginning research methods
through the use of computers. Students will learn and
practice the use of the internet, introductory website
development and Microsoft Office applications of Word,
Excel, and PowerPoint. Credit by examination is available
for this course. WASC Core Competency: Information
Literacy requires a C to pass the course
Category: E
Units: 2 (will increase to 3 units and add Information
Literacy)
ENG 314 - Writing for Health Care Professionals
Emphasizes professional writing and research methods for
students in allied health. Requires students to select,
develop, and produce individual and collaborative writing
projects from planning through production. Includes
organizational or public document projects, such as
journal articles, newsletters, a series of health promotion
pamphlets, a set of organizational policies and procedures,
or a community-based research project culminating in
formal proposals.
Prerequisite(s): ENG 111
Category: A, E & F
Units: 3
HUM 233 - Cultural Diversity in Contemporary Literature
Surveys the literature of various cultural groups as
expressed through the texts and voices of representative
writers and poets. Emphasizes contemporary ethnic
literatures and representative writing of diverse cultural
and sub-cultural groups. Focuses occasionally on special
topics presented by visiting scholars.
Prerequisite(s): ENG 111
Category: C2/3, E, F
Units: 3
NUR 417 - Public, Community, and Global Health Nursing
The Introduction to Community Health Nursing course is
designed to facilitate the conceptualizing of family,
population groups, and community as units of care. The
course focuses on risk reduction, health maintenance, and
promotion of high-level wellness to individuals, families,
and groups of all ages throughout the health continuum in
community settings. The student is provided the clinical
opportunities to assess the health needs of selected
families in the community with selected health promotion
and health maintenance needs. Variables such as culture
and environment, which influence health behaviors of
families and the community, are considered in providing
nursing care. Students will learn to integrate the concepts
of community assessment, risk reduction, case
management, resource coordination and assessment,
control, and prevention of communicable diseases,
prevention, outreach screening, and neglect of children,
elders, and spouses. This course prepares students for
eligibility for the California Public Health Certificate.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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Category: E
Units: 3
PSY 310 - Personal & Professional Development
The purpose of this course is to facilitate the personal and
professional growth and development of individual
students. The course continues to expand on the
knowledge, skills and attitudes of the BSPSY program to
prepare students to be mindful, ethical and well prepared
for applied psychology clinical training, and employment.
This course focuses on development self-awareness,
ethical practice and professionalism. Students will have
the opportunity to experience being a client and working
through any personal issues that may hinder their
objectivity and readiness to work in the field of counseling
and applied psychology.
Category. E
Units: 3
PSY 460 - Community Psychology
Covers the history of community psychology in the context
of community mental health. Applies the core principles
and theories of community psychology (e.g., social justice,
socio-ecological frameworks, critical frameworks,
community participatory research, empowerment,
community resilience, and cultural diversity). Focuses on
the theories, concepts, and research from community
psychology to help you think critically about your
professional development.
Recommended not required.
Prerequisite(s): SOC 141 or PSY 141.
Category: E or F
Units: 3
Category F: Ethnic Studies and Interdisciplinary
Approaches to Healthcare
BSPH 101 - Introduction to Public Health
This course provides foundational knowledge of public
health’s historical contributions and functions, including
key concepts to understand factors that impact
community health. In addition, this course introduces
essential tools for assessing health outcomes in order to
frame questions, analyze underlying causes, brainstorm
solutions, and critically analyze evidence-based public
health.
Category: F
Units: 3
BSPH 303 - Comparative Health Systems
This course provides students with a comprehensive
analysis of the health care delivery system, public health
system, and services. It covers the identification of health
problems and potential solutions related to health service
delivery, health care reform, and trends in issues, policy,
financing, regulation, and technology in U.S. and globally.
Category: F
Units: 3
BSPH 401 - Health Policy, Leadership, and Ethics
This course examines the U.S. policy-making processes as
they affect the health of individuals and populations.
Students gain an understanding of the institutional
frameworks that shape health policy and the policymaking
process. Students also examine and apply principles and
theories of leadership to advocate for social justice and
health equity across diverse urban populations.
Category: F
Units: 3
BSPH 402 - Ethnic Studies in Public Health
This elective course will review the racial ideologies
underwriting the historical formation and uses of race and
culture worldwide and the use of race and culture as
categories central to public health practice and service.
Structural roots of social injustice and critical discourses of
race that enhance our understanding of power and
privilege will be emphasized.
Category: F
Units: 3
COM 231 - Spanish for Healthcare Professionals
Teaches the vocabulary, grammatical principles, and
sentence structure needed by those in the medical field.
Focus is primarily on methods to take a medical history,
perform physical examinations, and counsel patients in
Spanish to enhance the patient-healthcare provider
relationship.
Category: C 2 or 3, E or F
Units: 3
COM 315 - Cross-Cultural Communication in Healthcare
Introduces the concepts and principles of effective
communication as they are applied to communication
within healthcare contexts. Focuses on interpersonal
communication, including patient practitioner
interactions, barriers to effective communication, verbal
and nonverbal behavior, and ethics of communication,
with an emphasis on cross-cultural communication. Course
also covers professional presentation methods for
academic and healthcare settings.
Prerequisite(s): COM111
Category: E or F
Units: 3
ENG 314 - Writing for Health Care Professionals
Emphasizes professional writing and research methods for
students in allied health. Requires students to select,
develop, and produce individual and collaborative writing
projects from planning through production. Includes
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 147
organizational or public document projects, such as
journal articles, newsletters, a series of health promotion
pamphlets, a set of organizational policies and procedures,
or a community-based research project culminating in
formal proposals.
Prerequisite(s): ENG 111
Category: A, E & F
Units: 3
HUM 233 - Cultural Diversity in Contemporary Literature
Surveys the literatures of various cultural groups as
expressed through the texts and voices of representative
writers and poets. Emphasizes contemporary ethnic
literatures, as well as representative writing of diverse
cultural and sub-cultural groups. Focuses occasionally on
special topics presented by visiting scholars.
Prerequisite(s): ENG 111
Category: C2/3, E, F
Units: 3
HUM 330 - Philosophy & Health
Provides a humanistic study of medicine and healthcare
from the perspectives of traditional and contemporary
philosophies. Approaches current medical thought and
healthcare in terms of the historical, cultural, and
intellectual formation of such concepts as illness, wellness,
methods of discovery and knowledge, mind/body,
scientific, and holistic views of reality. Formerly: AH 330
Prerequisite(s): ENG 111 and ENG 112
Category: C2/3 or F
Units: 3
HUM 335 - Literature of Health
Provides a humanistic perspective of medicine and
healthcare revealed through literary studies. Engages
students in critical analyses and discussions of literary
texts.
Prerequisite(s): ENG 111 and ENG 112
Category: C2/3 or F
Units: 3
NUR 415 - Health Care Policy and Aging
This course presents an introduction to health policy,
finance, legislative and regulatory processes. This course
explores the various ways in which the government plays a
role in health and in the provision of healthcare. Health
policies can have a profound effect on quality of life of
individuals globally. Accessibility, cost, quality of
healthcare; safety of food, water, environment; and the
right to make decisions about health. These issues are
vitally tied to health policies. Students will develop a basic
understanding of the aging process and matters related to
the healthcare of older adults. This course provides
students with a general background in aging and the
challenges and strengths of older persons. Its content is
relevant to students who plan to work with older persons,
researchers in fields related to aging, and students who
want to better understand their own aging or that of their
relatives or friends.
Category: F
Units: 3
PHE 352 - Health Dynamics & Cultural Diversity
Examines cross-cultural views of health, disease, and
medicine. Examines health behavior skills intended to
facilitate behavior change in cross-cultural groups. Surveys
strategies for promoting optimal care for patients and self
in the clinical situation and increasing awareness of health
behaviors that can inhibit or enhance behavior change.
Provides an overview of four modules: cultural and
religious diversity and differences, the dynamics of helping
relationships, violence and intentional injury, and
interpersonal communication skills. Emphasizes the
promotion of optimal provider-patient relationships in the
clinic and other medical encounters.
Category: F
Units: 3
PSY 180 - Psychology of Addiction
Introduction to addiction studies and the psychology of
addiction. Presents the impact of alcohol and other drugs
of abuse and dependence on the individual, family and
society by reviewing biological, psychological, behavioral,
social and environmental factors that can lead to and
exasperate addiction. Historical and modern day diversity
and disparity will be reviewed in related to course
concepts that include but are not limited to, prevention
and education, assessment and differential diagnosis of
co-occurring disorders, and treatment and maintenance
modalities. Recommended not required
Prerequisite(s): SOC 141 or PSY 141.
Category: F
Units: 3
PSY 350 - Psychopathology
Diagnostic classifications of psychopathology are
emphasized as it is outlined in the American Psychiatric
Association’s Diagnostic and Statistical Manual of Mental
Disorders. Differential diagnosis, ethical considerations,
historical context, research and assessment, and diversity
and disparity issues related to psychopathology and its
treatment will also be discussed. The course will include an
in-depth analysis of chemical dependency and mental
illness, as well as neurodiversity and spectrum disorders.
Category: D or F
Units: 3
PSY 351 - Human Development
Describes human development from a physical,
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psychological, biological, anthropological, and sociological
perspective from conception to death. Emphasizes the
scientific method to describe and explain human
development. Examines the influence of culture and the
external environment. Discusses practical implications for
allied health professionals.
Recommended not required.
Prerequisite(s): SOC 141 or PSY 141.
Category: D or F
Units: 3
PSY 415 – Human Sexuality
Explores the biopsychosocial factors of human sexuality.
Students will examine the broad range of human sexual
expression throughout history and across a lifespan taking
into consideration culture, religion, and the law. The
course also covers anatomy, gender and sexual variations,
physical and sexual development, sexual health and
disease, disability and dysfunction, and abuse and
aggression.
Category: D or F
Units: 3
PSY 425 - Health Psychology
This course offers a broad overview of the field of health
psychology. The course covers topics including: stress and
coping, resilience, health behaviors,
psychoneuroimmunology, psychological experiences
related to chronic and terminal illness, patient-doctor
interactions, experiences with pain, quality of life, and
cultural/community approaches to health. A
biopsychosocial framework will be applied throughout and
issues of cultural diversity and social justice will also frame
the examination of the intersection of psychology and
health.
Recommended, not required.
Prerequisite(s): SOC 141 or PSY 141.
Category: D or F
Units: 3
PSY 460 - Community Psychology
Covers the history of community psychology in the context
of community mental health. Applies the core principles
and theories of community psychology (e.g., social justice,
socio-ecological frameworks, critical frameworks,
community participatory research, empowerment,
community resilience, and cultural diversity). Focuses on
the theories, concepts, and research from community
psychology to help you think critically about your
professional development.
Recommended not required.
Prerequisite(s): SOC 141 or PSY 141.
Category: E or F
Units: 3
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COSH Faculty by Program
Dean’s Office (323) 563-5851
Monica G. Ferrini, PhD, MS | Dean
Department of Health and Life Sciences (323) 563-4820
Jorge N. Artaza, MS, PhD, Associate Professor | Chair
Arneshia Bryant-Horn, MS, MPH, Instructor
Silvana Constantinescu, PhD, Assistant Professor
Monica G. Ferrini, PhD, MS, Associate Professor
Priyank Kumar, PhD, Adjunct Associate Professor
Lejeune Lockett, DM, MSPH, Assistant Professor
Thomas R. Magee, PhD, Associate Professor
Revecca Millán, MS, Adjunct Instructor
Enrico Rodrigo, PhD, Associate Professor
Bikau Shukla, PhD, Assistant Professor
James Tsao, MD, Assistant Professor
Jasmine Walton, MS, Adjunct Instructor
Department of Social Sciences and Humanities (323) 357-3635
Candice Goldstein, PhD, CADC-III | Chair
Harold Abramowitz, MFA, Assistant Professor
Noé Rubén Chávez, PhD, Assistant Professor
Darlene Parker Kelley, EdD, MSLS, Assistant Professor
Nick Arce, MA, MS, CPXP, CHI, CMI, Adjunct Assistant Professor
Eilene Powell, PhD, Adjunct Assistant Professor
Darryl White Jr., MFA, Adjunct Instructor
Arlana Walton, MSW, Adjunct Instructor
Vincent Calip, BSBM, Adjunct Instructor
Elena Coleman, MA, Adjunct Instructor
Amanda Ackerman, MFA, Adjunct Instructor
Department of Urban Public Health (323) 563-5890
Sondos Islam, PhD, MPH, MS, Associate Professor | Chair
Bita Amani, PhD, MHS, Associate Professor
Priscilla Vasquez, PhD, MPH, Assistant Professor
Cynthia Gonzalez, PhD., MPH, Assistant Professor
Cynthia Davis, MPH, Assistant Professor
Fred Dominguez, MD, MPH, Assistant Professor
Mohsen Bazargan, PhD, Professor
Lejeune Lockett, DM, MSPH, Assistant Professor
Shervin Assari, MD, MPH, Associate Professor
Yasser Aman, DrPH, Assistant Professor
Dolores E. Caffey-Fleming, MS, MPH, Instructor
Arneshia Bryant-Horn, MPH, MBS, Instructor
Alexis Cabarga, MPH, Adjunct Instructor
Janae Oliver, MPH, Adjunct Instructor
Genetic Counseling Program (323) 563-3441
Raluca N. Kurz, PhD, MS, LCGC | Program Director
Physician Assistant Program (323) 563-4880
Lucy W. Kibe, DrPH, MS, MHS, PA-C, Associate Professor | Program Director
David Martins, MD, MSc, Associate Professor, Medical Director
Greta Vines-Douglas, MSHS, PA-C, Assistant Professor, Academic Coordinator
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Jennifer Comini, MSPAS, PA-C, Assistant Professor, Clinical Coordinator
Yufu Kuo, DC, MS, Assistant Professor, Associate Academic Coordinator
Samuel Paik, MHS, PA-C, Assistant Professor, Associate Clinical Coordinator
Otis Zeon, MD, Assistant Professor, Lead Clinical Coordinator
Mohsen Bazargan, PhD, Professor
Margarita Loeza, MD, Assistant Professor
Angela Villasenor, Pharm D, BCACP, AAHIVP, APh, Assistant Professor
Imani Williams, BS, PA, Instructor
Sharon Mohale, MSPAS, PA-C, Adjunct Assistant Professor
Manuel St. Martin, MD, JD, Adjunct Faculty
Nick Arce, MA, MS, CPXP, CHI, CMI, Adjunct Assistant Professor
Priyank Kumar, PhD, Adjunct Associate Professor
James Tsao, MD, Assistant Professor
John Uyanne, MD, MS, FACP, Adjunct Faculty
Vinod K. Dhawan, MD, FACP, FRCP(C), FIDSA, Clinical Professor
Arnel M. Joaquin, MD, Clinical Liaison Faculty
Chizobam O. Ani, MD, MPH, PhD, Clinical Liaison Faculty
Glenda Lindsey, MD, Clinical Liaison Faculty
Allen Funnye, MD, Clinical Liaison Faculty
Radiologic Technology Program (323) 563-5835
Eugene Hasson, MS, RT (R), Assistant Professor | Program Director
Louis Armstead, MSPA, ARRT, CRT, Instructor, Clinical Coordinator
Ryan Gregory Garcia, MS, (RT)(R), Instructor
Walter McMillan BS, RT, CT, CNMT, Instructor
Reynard Ezra-Simbwa, BS, RT, (R) (CT) (MR) (BD) (ARRT), Adjunct Instructor
Jack Griswold, RT, (R) (ARRT), Adjunct Instructor
Thomas Tamayo, ARRT, CRT, Adjunct Clinical Instructor
CHARLES R. DREW UNIVERSITY
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College of Medicine
The W. Montague Cobb Building is home to the College of Medicine.
Introduction | College of Medicine (COM)
COM houses three educational programs:
• CDU/UCLA MEP - Medical Education Program
(first class of 24 entered in 1981)
• 4-Year Medical Education Program
• Accreditation Council for Graduate Medical
Education (ACGME) accredited Residency
Programs
o Family Medicine (first cohort of 8 started
in 2018)
o Psychiatry (first cohort of 6 started in
2018)
o Internal Medicine (first cohort of 6 to
start in 2021)
o ACCME accredited Continuing Medical
Education (accredited with
commendation)
In addition, COM has a program in Zambia for HIV
prevention and treatment among girls and young women.
There are 270 faculty members in seven departments:
Family Medicine, Internal Medicine,
Obstetrics/Gynecology, Pediatrics, Psychiatry, Social and
Preventive Medicine, and Surgery. In addition to teaching
and mentoring our students, the faculty conduct research
and develop and implement community health programs.
Created as a direct response to the community uprising
known as the Watts Revolt,
1
CDU began as a graduate
1
August 1965: Civil disturbance erupts in the Watts community of Los
Angeles, California, an event later known as the “Watts Rebellion” or “Watts
Revolt.” Before the 1960s were over, a total of 265 American cities would
experience similar racial upheaval. In the wake of the violence in Los Angeles,
the McCone Commission cited poor health status and diminished access to
healthcare as major factors contributing to the upheaval.
medical institution with residents at LA County MLK
Hospital, which opened in 1972. Since its incorporation,
CDU planned to develop a 4-year medical education
program as one of its degree offerings in the College of
Medicine. As a steppingstone towards that goal and
supported by California state legislature funding, CDU
signed an affiliation agreement with UCLA in 1978 to
create the CDU/UCLA Medical Education Program (MEP).
The first class of 24 students in the MEP was admitted in
1981 and each year since.
The Liaison Committee for Medical Education (LCME)
accredits the MEP through UCLA. The students are UCLA
MD students, and a portion of their required and elective
support services and educational programs are offered by
the CDU faculty with joint UCLA appointments. Historically
CDU was responsible for the majority of the clinical years
for the CDU/UCLA MEP students.
Today, CDU is responsible for the pre-matriculation
program, the 1st-year course on the health system,
preceptorships, three clerkships (Family Medicine,
Ambulatory Care, and Longitudinal Primary Care), required
research thesis program, USLME preparation, exam
proctoring, several co-curricular activities, e.g., mentoring,
community service, and some student services and
student support for the 28 CDU/UCLA MEP students
2
. The
CDU/UCLA MEP is the only program at CDU that is
dependent upon another university for its accreditation.
2
24 students are admitted through a CDU process and an additional 4 are
admitted through a PRIME process with the final decision in both cases at the
UCLA admissions committee. PRIME is a UC training program focused on
meeting the needs of California’s underserved populations in both rural
communities and urban areas.
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Charles R. Drew University of Medicine and Science (CDU)
has received preliminary accreditation from the Liaison
Committee on Medical Education (LCME) for a Doctor of
Medicine (MD) degree program in October 2022. We are
in the process of receiving full accreditation from the
LCME. The LCME is recognized by the U.S. Department of
Education as an accreditation agency for medical
education programs leading to the MD degree. Effective
October 15, 2021, the WASC Senior College and University
Commission (WSCUC) awarded CDU final approval to
implement the new degree of Doctor of Medicine.
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College of Medicine Administration
Deborah B. Prothrow-Stith, MD
DEAN AND PROFESSOR OF MEDICINE
FOUNDING DEAN, CDU COM MD PROGRAM
Ronald Edelstein, EdD
SENIOR ASSOCIATE DEAN, ACADEMIC AFFAIRS
Daphne Calmes, MD
SENIOR ASSOCIATE DEAN, STUDENT AFFAIRS AND ADMISSIONS
Regina Offodile, MD, CHSE, MMHC, MHPE, MSPH
ASSOCIATE DEAN, STUDENT AFFAIRS AND ADMISSIONS
Margarita Loeza, MD, MPH
ASSISTANT DEAN, STUDENT AFFAIRS AND ADMISSIONS
Arthur Gomez, MD
SENIOR ASSOCIATE DEAN, MEDICAL EDUCATION
Glenda Lindsey, MD
ASSISTANT DEAN, MEDICAL EDUCATION
Shanika Boyce, MD
DIRECTOR, CLINICAL EDUCATION
Rosalyn Ferguson, MD
DIRECTOR, VIRTUAL ANATOMY
Peregrina Arciaga, MD
DIRECTOR, SIMULATION – INTERPROFESSIONAL EDUCATION
Shahrzad Bazargan, PhD
DIRECTOR, RESEARCH EDUCATION
Lisa Barkley, MD
ASSOCIATE DEAN, DIVERSITY, EQUITY AND INCLUSION
Roberto Vargas, MD, MPH
ASSISTANT DEAN, CLINICAL PARTNERSHIPS AND HEALTH POLICY
Hector Llenderrozos, MD, MPH
PROGRAM DIRECTOR, FAMILY MEDICINE RESIDENCY PROGRAM
Anish Dube, MD
PROGRAM DIRECTOR, ADULT PSYCHIATRY RESIDENCY
Arnel Joaquin, MD
PROGRAM DIRECTOR, INTERNAL MEDICINE RESIDENCY PROGRAM
Cesar Barba, MD
PLANNING DIRECTOR, CAREER DEVELOPMENT
Monica Perkins, MA, MEd
DIRECTOR, RECRUITMENT, ADMISSIONS AND RETENTION
Kay Lynn Ceja, PhD
SENIOR DIRECTOR, LEARNING SKILLS
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Department Chairs
Victor Chaban, PhD
BIOMEDICAL SCIENCE EDUCATION
Lisa Barkley, MD
FAMILY MEDICINE
LaShonda Spencer, MD
PEDIATRICS
Theodore Friedman, MD, PhD
INTERNAL MEDICINE
Lola Ogunyemi, MD
PREVENTIVE AND SOCIAL MEDICINE
Denese Shervington, MD
PSYCHIATRY AND HUMAN BEHAVIOR
Eleby Washington, MD
SURGERY
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A Message from the Dean
Charles R. Drew University of Medicine and Science (CDU) has accomplished the
dream of opening a medical school in the Watts-Compton-Willowbrook area in South
Los Angeles. CDU has received preliminary accreditation from the Liaison Committee
on Medical Education (LCME), which is big step closer to our mission of serving the
1.3 million residents of South Los Angeles by focusing on health for under-resourced
communities, training physician leaders, increasing education and career
opportunities, and providing sustained economic benefit.
Opening a medical school here on the CDU campus has been a longstanding dream
of this community and now is a critical time to step up. The COVID-19 pandemic and
its continuing disproportionate impact on Black and Brown communities highlighted
the enduring health disparities by race in America. CDU, with its 56-year history of
training diverse physicians, nurses, and physician assistants, is prepared for this next
step of operating its accredited MD program. It is time for CDU to do more of what it
does well – training diverse physician leaders who understand social justice and are
experts at serving under-resourced communities.
The curriculum for the new medical degree program is based on the CDU Advantage, a set of institutional learning objectives
that include:
• Research Experience: Excellence in Specialized Knowledge and Research.
• Social Justice: Advocacy based on broad cultural diversity awareness.
• Global-International Experience: A focus on comparative health disparities in the global setting.
• Community Engagement: Experiential Education through engagement with underserved communities.
• Health Policy: Education focused on the sociopolitical dynamics of health as a key part of leadership training and
development.
In addition to outstanding Clinical and Basic Science Faculty, CDU’s Community Faculty are critical to the training in cultural
competence, asset-based approaches to community engagement, and Community Based Participatory Research (CBPR).
Community Faculty connect CDU to its surrounding communities in ways that enhance the research, teaching, and service.
As the University embarks on this new chapter in its history, important milestones have been achieved. CDU ranks at the top
of the national rankings in faculty diversity, all-campus diversity, and status as a value-added institution. The addition of our
MD program allows us to do more of what we do well, in service to South Los Angeles, the larger county, the state, and the
nation. We thank you for your support and interest in Charles R. Drew University.
Warm Regards,
Deborah Prothrow-Stith, MD
Dean, College of Medicine
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Our Faculty
Faculty of the Charles R. Drew University College of
Medicine perform an enormous scope of work to fulfill the
College's mission of education, patient care, research, and
service in improving healthcare in underserved
communities.
The College's faculty are responsible for CDU/UCLA
Medical Education, 4-Year MD Program (UME), and
Graduate Medical Education (GME) Programs. College of
Medicine faculty also conduct programs in Continuing
Medical Education (CME) for faculty and community
physicians. The Charles R. Drew University is one of only a
select group requiring medical students to complete a
research thesis for graduation supervised by faculty
research mentors
Faculty supervise community- based programs affiliated
with Charles R. Drew University. These affiliated programs
are central to the University's teaching mission. The
community-based programs serve as clinical teaching sites,
community service hubs, and demonstration projects for
testing innovative methods of healthcare delivery, clinical
care, and health services research.
CDU faculty is also responsible for teaching an array of
pre-collegiate programs that make up the Charles R. Drew
University Extended Science Pipeline Programs. Individual
programs in which College faculty are involved include the
Saturday Science Academy II and the King/Drew Medical
Magnet High School (CDU) flagship pipeline program.
CDU 4-Year Medical Degree Program
The MD Program curriculum is based on the CDU
Advantage, which has five areas of focused content across
the undergraduate and graduate training. These five
domains include: excellence in specialized knowledge
and research, social justice, global- international
experience, community and experiential education, and
health policy. The MD Program curriculum is designed to
integrate the institutional learning objectives (ILOs) of the
CDU Advantage into the medical education curriculum and
ensure graduates meet the MD Program’s required
competencies and educational program objectives. The
general structure of the planned curriculum is divided into
four phases found in the MD Program Diagram. For more
information, please visit:
https://www.cdrewu.edu/cdumd/md-
program/curriculum-highlights
College of Medicine Mission Statement
The mission of the College of Medicine is to provide
education, research and clinical service in the context of
community engagement in order to train physician leaders
who promote wellness, who provide care with excellence
and compassion, and who are committed to transforming
the health of diverse and underserved communities.
Program and Course Descriptions
Phase 1 – Gateway
MED 701 - Gateway
A six-week course and an entryway into the curriculum. It
is composed of didactics, small group discussions,
community outreach experiences and interactive learning
skill sessions designed to assess the entering student’s
learning styles and study skills. In each of the first five
weeks, students are introduced to one of the five domains
of the CDU Advantage emphasizing the social
determinants of health including health care disparities
due to race, gender, ethnicity and poverty; social and
community context including cross-cultural and
international communities; health policy affecting equal
access to health care and education.
The final week is dedicated to an orientation to the pre-
clerkship phase of the curriculum culminating in the white
coat ceremony. During this phase, students will develop an
individualized learning plan by using available learning
tools that will guide the student through the pre-clerkship
phase of the curriculum. This phase will introduce a
longitudinal, individualized focus on improving test taking
skills and preparation for required board examinations.
Phase II – Pre-clerkship Phase is divided into five
Fundamentals of Medicine (FM) courses followed by seven
Organ System (OS) courses as well as three longitudinal
courses and 11 intersessions.
The five FM courses include:
• MED 710 - Fundamentals of Medicine 1 - Anatomy
A six-week course focused on understanding the
structural systems of the human body including a
virtual anatomy lab in place of cadavers.
• MED 711 - Fundamentals of Medicine 1 - Medical
Physiology
A six-week course focused on understanding the
functional interactions of the systems of the
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human body resulting in health and disease.
• MED 712 - Fundamentals of Medicine 2 - Medical
Genetics
A five-week course focused on understanding the
effects of genes, development and the
microscopic structure of tissues and cells in
various diseases.
• MED 713 - Fundamentals of Medicine 2 -
Embryology
A five-week course focused on understanding the
effects of genes, development and the
microscopic structure of tissues and cells in
various diseases.
• MED 714 - Fundamentals of Medicine 2 - Histology
A five-week course focused on understanding the
effects of genes, development and the
microscopic structure of tissues and cells in
various diseases.
• MED 715 - Fundamentals of Medicine 3 - Medical
Biochemistry/Metabolism
A five-week course focused on understanding
chemical interactions in the human body resulting
in health and disease.
• MED 716 - Fundamentals of Medicine 4 - Medical
Immunology/Microbiology
A six-week course focused on understanding the
immune system and its interaction with infectious
agents in health and disease.
• MED 717 - Fundamentals of Medicine 5 -
Fundamentals of Medical
Pharmacology/Pathology
A six-week course focused on understanding the
effects of drugs on health and disease and the
functional and structural changes of tissues in
common medical diseases.
• MED 718 - Fundamentals of Medicine 5 -
Pathology
A six-week course focused on understanding the
effects of drugs on health and disease and the
functional and structural changes of tissues in
common medical diseases.
The seven OS courses include:
• MED 719 - Organ System 1 -
Cardiovascular/Respiratory Systems
A four-week course focused on understanding the
cardiovascular and respiratory systems function
including changes in common medical diseases.
• MED 720 - Organ System 2 - Renal/Urologic
A four-week course focused on understanding the
function of the renal, urologic and gastrointestinal
systems and changes in common medical
diseases.
• MED 721 - Organ System 2 - GI Systems
A four-week course focused on understanding the
function of the renal, urologic and gastrointestinal
systems and changes in common medical
diseases.
• MED 722 - Organ System 3 – Musculoskeletal,
Rheumatology, Skin Systems
A four-week course focused on understanding the
functions of the skin, musculoskeletal and
rheumatologic systems and changes in common
medical diseases.
• MED 723 - Organ System 4 -
Endocrinology/Reproductive Systems
A four-week course focused on understanding the
endocrinologic and reproductive systems function
and changes in common medical diseases.
• MED 724 - Organ System 5 - Nervous
System/Behavior
A four-week course focused on understanding the
function of the nervous and behavioral system
and changes in common medical diseases.
• MED 725 - Organ System 6 - Ophthalmic Systems
A two-week course focused on understanding the
function of the Ophthalmic/Otolaryngolic systems
and changes in common medical diseases.
• MED 726 - Organ System 6 - Otolaryngolic
Systems
A two-week course focused on understanding the
function of the Ophthalmic/Otolaryngolic systems
and changes in common medical diseases.
• MED 727 – Organ Systems 7 - Blood &
Lymphoreticular System
A two-week course focused on understanding the
blood and lymphoreticular system function and
changes in common medical diseases.
The three longitudinal courses include:
1. Clinical Skills I
A nine-month longitudinal course dedicated to
building and enhancing students’ clinical skills and
providing concurrent service-learning
opportunities. Students will have twice monthly
four-hour didactic sessions dedicated to clinical
skills activities (history and physical exams) with
standardized patients. They will also have twice
monthly four-hour sessions dedicated to providing
authentic clinical experiences through service
learning (e.g., ride-along EMT experiences,
community health worker, and patient navigator).
Students will spend three months on each of
these three experiences (20 students rotating
every three months) during the MS1 year.
2. Clinical Skills II
A nine-month longitudinal course dedicated to
enhancing students’ clinical skills-history and
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physical exam skills and providing concurrent
preceptor sessions. Students are matched with a
clinical preceptor in an outpatient clinical setting
and have three-monthly four-hour sessions.
During clinical sessions with their preceptor, they
provide care as part of the health care team
conducting patient assessments, enhancing
history and physical examination skills, and
developing diagnostic and treatment/
management skills. Students will also have once-
monthly didactic sessions aimed at further
enhancing their clinical reasoning skills.
3. Medicine and Society I and II
Longitudinal course in which students will meet
four hours per week in small groups and will cover
the topics of social determinants of health,
nutrition, health care systems, population health.
4. Foundation of Research I and II
Longitudinal course in which students which will
meet three to four hours per week to begin to
assess common scientific methodologies used in
clinically relevant medical research; read,
summarize and critique research and disease
review articles in peer-reviewed journals;
translate questions that arise from daily clinical
practice into formal research hypotheses; utilize
computer technology to aid in the design, writing,
analysis, and presentation of data from a clinical
research project; begin to design, a clinical
research project that will meet the criteria for a
thesis.
Interspersed throughout the pre-clerkship curriculum are
11 one-week intersessions will enhance the development
of lifelong learning skills and self-directed learning skills
(e.g., self-assessment; ongoing evaluation and revision of
learning plans; and ongoing assessment of acquisition of
skills, attitudes, and knowledge). Topics include how to do
self-assessments and update your learning plan. In
addition, each week will have a 4 hours session on a
special topic including helping healers heal, research
renovations, health/social policy, current health events,
community workshops and selected topics on diversity,
equity and inclusion.
Phase III – Clerkship Phase begins in January of the MS2
year with Clinical Foundations which is a one-week
introduction to the clerkship phase of the curriculum.
Clinical Foundations will include clinical simulation
exercises, small group discussions, and an interactive
learning skills workshop. This phase of the curriculum is
focused on eight of the nine required core clinical
clerkships (e.g., Internal Medicine, Surgery, Pediatrics,
OB/GYN, Family Medicine, Ambulatory Medicine,
Neurology, and Psychiatry). Phase III ends in March of the
MS3 year.
Students will continue to participate in three longitudinal
courses started in year one:
1. Clinical Skills III
Students will continue in the clinical
preceptor/clinical setting they were matched with
in Clinical Skills II for four hours every other week.
Students will perform complete histories and
physicals, patient assessments and assist with
procedures. Students who have an interest in a
subspecialty residency e.g., otolaryngology maybe
matched with a subspecialist preceptor during
Clinical Skills III.
2. Medicine and Society III
Students will meet for a four-hour session every
other week from December through March of the
MS3 year and will continue to cover more in
depth the topics of social determinants of health,
nutrition, health care systems, population health.
3. Foundation of Research III
Students will meet for four hours every other
week from February to the MS2 year to November
of the MS3 year to further enhance the
development and implementation of a research
project. In addition, there are six weeks scheduled
for simulation activities including interprofessional
simulation activities, ultrasound training,
procedure skills, and self-directed assessment.
Students will also have four hours per simulation
week to work on their research projects.
Phase IV – Residency Preparation Phase begins in April of
the MS3 year with the Clinical Skills Exams where three
weeks are dedicated to the assessment of the clinical skills
of the student. In week one, students will prepare for the
examination by participating in a simulation Clinical Skills
Exam (CPX) activity where the students will assess
standardized patients with a defined chief complaint
(perform a focused history and physical), develop a
differential diagnosis based on their assessment and write
a summary of their assessment. Faculty will review and
discuss the student’s strengths and weaknesses with the
students with review of taped standardized patient
encounters. In weeks two and three, students are tested in
groups on their ability to perform a focused history and
physical on standardized patients, develop a differential
diagnosis and assessment plan and write up their
assessment. Sessions are taped and scored. Students who
fail the clinical skills exam are assigned to faculty for
remediation which will include a review of the taped
sessions and recommendations for improvement.
Clinical Skills Exams are followed by the Intro to the
Fourth-Year course which focuses on preparation for
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residency with sessions on interview skills and completing
residency applications. The MS4 year also includes one
required core Emergency Medicine clerkship (four weeks)
and a minimum of one sub-internship (four weeks). The
MS4 year also requires 16 credits of electives with at least
4 weeks in critical care (MICU/PICU/CCU) and 12 weeks
student’s choice of rotations in sub-internships, primary
care or specialty care). Medicine and Society IV is a two-
week block which will place an emphasis on the finances
of medicine, the law and medicine, and nutrition.
Additionally, the MS4 year includes one longitudinal
course:
1. Clinical Skills IV
Will include eight, four-hour sessions continuing in the
same clinical setting with their Clinical Skills III
preceptor where students will function as a sub-
intern (complete histories and physicals, common
clinical procedures, development of an assessment
and plan) in a continuity clinical setting under the
supervision of their preceptors. Finally, the MS4 year
requires the completion and presentation of the
research project/thesis and ends with a 4-week
transition to residency (EPA Capstone) course focused
on the AAMC’s Core Entrustable Professional Activities
(EPAs) for Entering Residency, where skills are tailored
to the specific type of residency programs (e.g.,
pediatrics, surgery, etc.) matched by the student.
Scheduling
Pre-Clerkship Phase
The University Registrar will automatically register medical
students in their required pre-clerkship phase courses.
Clerkship Phase
The Office of Medical Education maintains responsibility
for the clerkship rotation schedule selection process that
will take place in January of the MS1 year. Assignment of
clinical clerkship sites will be made via an electronic
scheduling lottery system, New Innovations, based on
student preferences by rank options. The final approval is
given by clerkship site directors. Students can make
requests for special circumstances to the director of
recruitment, admissions, and retention.
Students may not negotiate with their peers to switch
assignment sites or rotation schedules. If students do not
get their preferences, they can formally request an
alternative clerkship site via the Education Site Assignment
Policy. Examples of appropriate reasons to request an
alternative site may be transportation limitations or
conflict of interest with a potential supervisor. Per the
Education Site Assignment Policy, students may formally
request to be assigned to an alternative educational site if
the initial assignment is felt to be unsuitable. All requests,
along with a rationale for each change, must be directed
to the clinical clerkship director, who will make the final
decision in consultation with the assistant dean for
undergraduate medical education. Medical students are
informed of this opportunity to request an alternate
assignment via multiple modalities. The policy is reviewed
at the orientation to the clinical portion of the curriculum
and is also in the student handbook to which they annually
attest to reading.
Academic Calendar
The Academic Calendar is posted annually by the Office of
Registration and Records. Please visit
www.cdrewu.edu/registrar
for important dates and
deadlines.
The 2023 – 2024 calendar is included on the next page.
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2023 – 2024 Academic Calendar
College of Medicine | 4-Year MD Program
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Grading System
The 4-Year Medical Degree Program utilizes a pass/fail
grading system. There are no grade points in the
University’s MD program. Courses are graded on the
Pass/Fail system with an Honors distinction available to
4th year medical students who exceed performance
expectations in their clinical courses/electives.
Grade
Symbol
Description
Honors
H
Student has exceeded performance
expectations for the 4th year elective/sub
internship. This grade is only applicable to the
specified 4th year clinical course/electives.
Pass
P
Student has met all performance expectations
for the course/required clerkship.
Fail
F
Student has demonstrated critical deficiencies,
has not met all performance expectations for
the course/required clerkship or has failed to
remediate a required deficiency successfully.
Incomplete
I
An incomplete “I” is a temporary grade given at
the course director’s discretion when illness,
necessary absence or other reasons beyond the
student’s control prevent completion of course
requirements by the scheduled end of the class.
Incomplete grades may be given only in the
following circumstances:
- The student’s work to date is passing
Attendance has been satisfactory through at
least 60% of the course
- An illness or other extenuating circumstance
legitimately prevents completion of required
work by the due date
- Required work may reasonably be completed
in an agreed-upon time frame and does not
require the student to retake any portion of the
course
The incomplete is not given as a substitute for a
failing grade. The incomplete is not given solely
on the basis of a student’s failure to complete
work or as a means of raising their grade by
doing additional work after the grade deadline.
Remediation
R
The student has failed to complete a required
expectation of the course and has been
assigned to remediation of the deficiency,
retake of an examination or submission of an
agreed upon assignment in order to receive a
passing grade in the course. Students who fail
to remediate the course in the method defined
or in the specified time-frame will receive an F
(Fail) in the course. This excludes students who
need to repeat a course, phase or year of the
curriculum. Once a student has successfully
remediated and/or successfully retaken the
course, clerkship or elective, the MSEP
committee will redesignate the grade. If their
academic status is In Good Standing, the
redesignation will be Pass.
Pass, with
Alternate
Status
P*
Student has met all performance expectations
for the course/required clerkship on an
alternate Academic Status, or by the MSEP
committee alternate determination. Possible
Alternative Statuses are described in the:
Deficiencies, Remediation, Academic Warning,
Probation, Dismissal, and Appeal Policy.
Credit Hour Conversion Policy
The Liaison Committee on Medical Education (LCME)
accredits the MD program and defines the program length
in terms of weeks of instruction. The LCME requires that a
program of medical education leading to the MD degree
must include at least 130 weeks of instruction. The College
of Medicine (COM) at Charles R. Drew University of
Medicine and Science (CDU) program length is 208 weeks,
exceeding the LCME minimum requirement. The CDU COM
defines program length based on LCME requirements and
the Office of Registration and Records has established of
an indirect Credit-Hour Equivalency Policy for the MD
degree program for reporting and other purposes when
necessary.
Currently, Charles R. Drew University of Medicine and
Science adheres to the following definition of course credit
hour: each unit of course credit is equivalent to
approximately 1 hour of lecture per week. The following
points expands the language of the CDU course credit hour
definition—
Year 1 and 2 medical students in the Gateway and
Pre-Clerkship phases of their program will spend
an average of 26 hours per week—though no
more than 40 hours—in required activities,
including, but not limited to, lectures, laboratory,
small group discussions, and case-based learning
activities.
Year 2, 3, and 4 medical students in the Clerkship
and Residency Preparation phases of the program
will spend an average of 40 hours per week—
though no more than 80 hours—in required
activities, including, but not limited to, clinical
simulation exercises, small group discussions,
interactive learning skills workshops, patient care,
clinical skills exams, assessments, and professional
development.
While the credit to weekly hours ratio deviates from the
standard conversion for non-MD CDU programs, the
College of Medicine translates each week of a course to 1
credit hour per course for the MD program. That is, 1
credit is awarded for every week of instruction per class.
Students will also complete longitudinal components of
the curriculum, which run in tandem with the M1 – M4
courses or clerkships. Course work and contact hours may
be either synchronous or asynchronous, depending on the
course structure. Credit hours are approximately the
number of work hours divided by the number of weeks in
the term, equaling a range of 0.5 to 6 credit hours per
course, at times split by semester.
Graduation Requirements
The CDU Medical Degree Program has a single set of core
standards for promotion and graduation that have been
approved by the EPCC for all courses, clerkships, and
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rotations in the curriculum across all sites to ensure that
there is no disparate treatment across training locations.
These requirements are codified in the Academic Status:
Deficiencies, Remediation, Academic Warning, Probation,
Dismissal, and Appeal Policy.
Doctor of Medicine Degree Requirements
Academic requirements for the degree of Doctor of
Medicine are:
1. Students are expected to adhere to a schedule
that will result in graduation within four years
after matriculation.
2. Requests for exception to this four-year rule
require approval by the MD Program Committee
on Medical Student Evaluations and Promotions
(MSEP). Standing exceptions include dual-degree
programs and research tracks.
3. The candidate must have completed and
successfully passed the Pre-Clerkship Phase of the
Curriculum before beginning the Required
Clerkship Phase of the Curriculum.
4. The candidate must have taken and passed Step I
of the United States Medical Licensing
Examination prior to graduation.
5. The candidate must have satisfactorily completed
the Required Clerkship phase of the Curriculum,
including clerkships and courses. Exceptions to
this require specific approval by the EPCC.
Standing exceptions include approved dual-
degree programs and clinical tracks that require a
modified curriculum.
6. The candidate must have behaved and performed
in a manner consistent with professional
standards necessary for the practice of medicine
and must have achieved the general
competencies required by the COM, including
established competencies in patient care, medical
knowledge, interpersonal and communication
skills, professionalism, system-based practice, and
life-long learning skills.
7. The candidate must have taken and passed Step II
of the United States Medical Licensing
Examination prior to graduation.
8. Prior to graduation the Committee on MSEP shall
present to the FEB the list of recommended
candidates for their presentation to the provost
for action.
9. The Committee on MSEP recommendations that
involve/require extensions of the four-year rule
are de facto approval of the extension of time.
Admissions
In order to be considered for admission to the 4-Year
Medical Degree program, all applicants are required to
follow the procedures listed below:
1. Fulfill the academic requirements
2. Submit an application through the American
Medical College Admissions Service (AMCAS),
Association of American Medical Colleges
(www.aamc.org/amcas). School Name: Charles R
Drew University Of Medicine and Science College
of Medicine; AAMC ID: 876
3. Take the Medical College Admissions Test (MCAT).
We require all candidates to take the MCAT and it
must be taken no later than September of the
year preceding admission to the School of
Medicine. If there is more than one MCAT
attempt, all test scores must be included on the
application. The test must be repeated if, at the
time of matriculation, more than six years have
elapsed since it was taken.
The Charles R. Drew University of Medicine and Science
Medical Degree Program does not accept transfer
students.
Timeline
• AMCAS application deadline: October 15, 2023
• Although the deadline for submission of your
primary application to AMCAS is October 15th, we
strongly recommend submission no later than
September 1, 2023
o Our deadline for submission of the
supplemental/secondary application is
November 15, 2023. Submission of the
AMCAS application by September 1st
assures that you can receive and submit
your supplemental application by the
November 19th deadline.
• Medial College Admissions Test deadline:
September 9, 2023
• Supplemental/Secondary application deadline: 30
days after the date of the supplemental
application request letter, or November 15, 2023,
whichever is earlier.
• Screening of completed applications: July 2023
through November 2023
• Invitations for interviews: August through
December 2023
• Interviews: September through December 2023
• Offers of admission: Begins February 15, 2024 and
continues until the class is filled (sixty spots
available)
• Applicant's response to acceptance offers:
Maximum time is two weeks
• School Starts: July 8, 2024
Prerequisites for Admissions
In addition to the minimum prerequisites listed below,
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successful applicants will have obtained a bachelor's
degree from an accredited U.S. or Canadian
college/university. Prerequisites expire after 10 years.
Prerequisites for Admission to Medical School
Required Course
Focus
Lab
Time
Biology
X
1 Year
General Chemistry
X
1 Year
Organic Chemistry
X
1 Year
Biochemistry
1 Semester
Physics
X
1 Year
Mathematics
Calculus
1 Semester
English
1 Year
Recommended Courses (Not Required)
Recommended Course
Focus
Sociology
Introductory
Psychology
Introductory
Philosophy/Ethics
Introductory
Spanish Intermediate
Verbal Proficiency
Humanities
Ethnic Studies/Social Justice
Research Courses
Scientific Writing
Statistics
Introductory
Background Check
For training purposes, CDU uses multiple clinical partners
that require background checks.
Vaccine Requirements
Students are required to attest to their vaccination status
and receive vaccinations including COVID-19 vaccines.
Vaccines are required for all medical students. Please see
the Adult Immunization Schedule provided by the CDC:
https://www.cdc.gov/vaccines/schedules/hcp/imz/adult.h
tml
Program Policies
All Policies for the 4-Year Medical Degree program are
located at
https://www.cdrewu.edu/cdumd/policies-and-
support-documentation
Program Tuition & Fees
Tuition Per Year
$65,000.00
Fees
$4,000.00
Financial Aid & Scholarships
To learn more about financial aid and scholarships, visit
https://www.cdrewu.edu/admissions/financial-
aid/scholarships for more information.
Refunds
Tuition refund policy and procedure are set at the
university level and described in the CDU Academic
Catalog. Tuition refunds are based on the number of days
attended. Certain fees charged to students require pre-
payment by the university and cannot be refunded after
courses begin. Students who drop course(s) during the
add/drop period will receive a 100 percent refund. Any
student that withdraws from any course(s) or the
university after the add/drop deadline will receive a
prorated refund based on days of attendance. After the
withdrawal deadline (60% mark) no refunds are given.
Students who drop below half-time enrollment may be
expected to repay a portion of their financial aid.
According to a formula prescribed by state and federal
regulations, any refundable amount used to pay tuition
and fees is returned to the appropriate financial aid
sources. Students also may be required to pay the
unjustified portion of assistance that was directly
disbursed to them. Students who completely withdraw
from the university must give written notification to the
Office of Registration and Records, Program Advisor and
Office of Financial Aid and Scholarships, and must
complete all withdrawal procedures to be eligible for any
refunds. A refund, if applicable, will be calculated based
upon the Federal refund methodology also known as the
Return to Title IV (R2T4). Financial aid refunds are
calculated on a per diem basis (days attended at time of
withdrawal) for withdrawals up through the 60% point in
time for each semester. After 60% of the semester has
elapsed, there is no refund calculation for federal aid
programs. Non-refundable fees are excluded from the
refund calculation. Calculated refunds are returned to the
appropriate aid programs. Students should contact the
Office of Financial Aid and Scholarships to discuss the
impact of withdrawing from courses on their financial aid
eligibility.
If a student has been awarded financial aid, the financial
aid programs from which the funds are disbursed will be
refunded in accordance with federal regulations. Refunds
will be mailed to the student’s permanent home address
as soon as the required withdrawal forms have been
processed. It is the student’s responsibility to ensure that
the university has a current address on file for them at all
times. The refund amount is apportioned back to the
individual financial aid programs in a priority sequence,
paying back all that was disbursed from one program
before paying back the next program. Disability and health
insurance fees are not prorated or refunded; however,
students will keep and benefit from the insurance plan
until it terminates at the end of the school year.
Student Health
The MD Program Student Health & Disability Insurance
Policy requires all full-time students to maintain
comprehensive health insurance. Students will be
automatically enrolled in the CDU student health
insurance plan and the premium for coverage will be
added to their tuition billing unless proof of comparable
coverage is received by the deadline. Eligible students who
do enroll may also insure their dependents. Eligible
dependents are considered the following: the student’s
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legal spouse or domestic partner and dependent children
under 26 years of age. Health insurance will be available to
all medical students and their dependents through
Gallagher Health Insurance (CIGNA). All CDU medical
students will be required to purchase and maintain health
insurance coverage throughout medical school to assist
with paying for services outside of the scope of services
provided through the student health services fee. Students
will provide proof of health insurance prior to
matriculation. Students will be provided health insurance
information in pre-matriculation documents.
CDU uses a third party (Gallagher Health Insurance) who
works directly with the health insurance company (CIGNA)
in providing premiums that are beneficial for the students.
Gallagher negotiates and works directly with health
insurance on behalf of smaller institutions. Gallagher
presents premiums. Students waive/enroll with Gallagher.
Gallagher provides information to WellFleet CIGNA, in
turn, students create login and download health insurance
cards. Each student will provide the CDU Office of Student
Affairs proof of health insurance prior to matriculation.
There are several options for health care within close
proximity to the campus. The College of Medicine will
provide students with a list of providers who accept the
Cigna Health Insurance. Providers will have no role in
teaching or assessing students.
Counseling Services
Students will have access to individual counseling through
the CDU Health and Wellness Center. Providers will have
no role in teaching or assessing medical students.
Additional student health and wellness services include
group counseling sessions, consultation, workshops, and
training.
Services for students attending classes remotely will be
available by phone or video chat through a secure line.
Students attending classes on campus will have access to
counseling through offices located in a private area where
confidential services may be provided at the Wellness
Center. Counseling will be available to all enrolled
students. Service providers will maintain confidentiality by
holding counseling sessions in secure offices in an area
where there is little staff, faculty and student traffic.
Service providers will keep counseling records private
according to HIPAA and FERPA standards. The CDU FERPA
Policy and Educational COI Policy regarding confidentiality
will be explained to students at their mandatory
orientation. The policies are also on the website and in the
student handbook that students attest to reading on an
annual basis. Additionally, students receiving services will
be required to sign consent forms affirming that these
policies have been explained and are understood.
In addition, a list of mental health service providers broken
down by specialty who accept the CDU insurance plan and
are within a 20-mile radius of the CDU campus is provided
on the CDU website. Behavioral health services will be
provided by health professionals who do not teach or
assess medical students.
Reporting Student Mistreatment
Mechanisms for students to report alleged mistreatment
including the following:
1. Informal: Whenever possible, it is preferred that
students who believe they have been mistreated
or those who have witnessed others being
mistreated, discuss and attempt to resolve the
matter with the alleged offender. It is well
recognized that this may not always be a
comfortable or viable approach.
2. Formal: Students can formally report
inappropriate behavior in a number of ways and
are encouraged to use the process that is most
comfortable for their particular circumstance.
a. Submit a named or confidential Student
Complaint report via the CDU-MD
Program’s web-based system:
Tinyurl.com/CDUMDStudentReporting
b. Submit a named or anonymous report via
Convercent®, the university’s 24-hour
independent hotline provider, by
telephone at 1.800.461.9330., or by
submitting information online at
https://app.convercent.com/en-
us/Anonymous/IssueIntake/IdentifyOrgan
ization
c. Submit concerns about mistreatment or
unprofessional behavior though the
course, clerkship, and end-of-year
evaluations.
d. Raise concerns personally to one of the
following individuals:
i. Dean, COM
ii. Senior Associate Dean, Student
Affairs and Admissions
iii. Assistant Dean, Medical
Education
iv. Assistant Dean, Graduate
Medical Education
v. Assistant Dean, Medical
Education
vi. Compliance, EEO Officer and Title
IX Coordinator
vii. Learning Skills Specialist
viii. Director of Student
Services/Student Life
ix. Course/Clerkship Director
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x. Department Chair
xi. Faculty or Administrator
3. University Chief Compliance Officer, EEO/Title IX
& Diversity - Individuals may submit reports in
person by contacting the university's Chief
Compliance Officer, EEO/Title IX & Diversity
Officer:
Keith L. Henderson JD, LL.M
(323) 357-3684
To view the full MD Program Student Mistreatment and
Learning Environment Policy, visit
https://www.cdrewu.edu/cdu-md/policies-and-support-
documentation
The university’s course catalog describes the school’s no
retaliation policy as follows:
No individual will be subject to retaliation for making a
report, participating or cooperating with any process
related to this policy. Retaliation will be treated as a
separate allegation and potential violation, independent of
any underlying complaint of discrimination or harassment.
Contact Information
Office of Admissions
College of Medicine
Admissions Office Email address: [email protected]
Admissions Office Phone:323.563.9393
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Graduate Medical Education (GME)
Graduate medical education has played a historic role in
the University’s 50-year commitment to the health of
under-resourced communities in South Los Angeles. Many
of the physicians still practicing in these communities
graduated from Charles R. Drew University, College of
Medicine (CDU/COM) residency and fellowship programs.
Designated as a minority-serving institution by the U.S.
Office of Civil Rights and as a Historically Black Graduate
Institution (HBGI as designated by Title III B) by the
Department of Education (DOE). The University is also a
charter member of the Hispanic Serving Health Professions
Schools, a national nonprofit dedicated to improving the
health of Hispanic people through research initiatives,
training opportunities, and academic development. These
designations describe a health workforce training
institution that is uniquely positioned to educate a diverse
and culturally aligned provider network.
Our residency and fellowship programs offer a unique and
varied array of clinical education sites and opportunities.
The educational program takes advantage of the
distinctive characteristics of the communities of South Los
Angeles County. Our programs feature concentrations in:
• Patient-centered team-based health care of
under-resourced patients
• Trauma-informed assessment and care
• Community violence as a public health problem
• Social and environmental determinants of health,
illness and health disparities
• Health needs and resources of immigrant
communities
• Community-engaged health equity research
• Democratization of health care for special needs
patients
• Healthcare needs of jail and transitioning
populations
• Medical-legal partnerships
• Healthcare of homeless youth, adults, and families
• Healthcare financing, delivery systems, policy and
advocacy
These concentrations are unique to our residency and
fellowship programs. Trainees our programs develop
knowledge, skills and attitudes that enable them to
practice and lead health care design and delivery
anywhere. The CDU College of Medicine is Sponsoring
Institution accredited by the Accreditation Council of
Graduate Medical Education (ACGME).
Psychiatry Residency Program
Founding Date: July 1, 2018
Number of Approved Positions: 26
Program Director: Anish R. Dube, MD MPH FAPA DFAACAP
Program Coordinator: Tamekia Scott
Program Mission & Vision Statement
The mission of the Charles R. Drew University Psychiatry
Residency Program (CDU PSYCH) is "to train diverse, world
class, physician leaders dedicated to social justice and
health equity, able to effectively tend to the complex
socio-medical needs of underserved communities". All
components of the CDU Psychiatry program are designed
for medically underserved, multicultural communities. The
participating residency rotation sites are located in South
Los Angeles or nearby communities. Charles R. Drew
University Psychiatry residents are provided the resources
to begin their clinical careers promoting equity for both
patients and systems they serve.
The residents experience various participating sites and
work alongside other existing residency programs in Los
Angeles County. In doing so, the program curriculum and
training experience continues to develop in innovative and
collaborative ways. This program model highlights each
clinical site's strengths in resident education and is
instrumental to diversifying resident training. The
advantage of being a resident at Charles R. Drew
University is the enriching exposure the program's clinical
sites provide, while belonging to an institution deeply
invested in their success and committed to tackling
socioeconomic and racial health disparities since its origin.
Rotation Sites
• Kedren Community Health Center (primary)
• Rancho Los Amigos National Rehabilitation Center
Veteran’s Association Long Beach Healthcare
System
• UCLA Resnick Neuropsychiatric Hospital
• Harbor-UCLA Medical Center
• Augustus F. Hawkins Mental Health Center
• West Central Family Mental Health
• Los Angeles County - Department of Mental
Health Clinics
All applications to our program (and supporting
documents) must be submitted via ERAS (Electronic
Residency Application System). We use the National
Resident Matching Program (NRMP) to fill resident
positions.
Family Medicine Residency Program
Founding Date: July 1, 2018
Number of Approved Positions: 24
Program Director: Hector J. Llenderrozos, MD, MPH
Program Coordinator: Stephanie F. Brown, C-TAGME
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Program Mission & Vision Statement
To train compassionate, well-rounded family physicians
who are passionate about providing care that is sensitive
to the needs of diverse communities. The program aims to
serve as a national leader for empowering wellness in
communities, families and individuals through healthcare
equity, compassion and excellence.
Rotation Sites
• Martin Luther King Outpatient Center (primary)
• California Hospital
• Long Beach Veterans Administration Medical
Center
• Harbor UCLA Medical Center
• Other health care sites in Los Angeles County
All applications to our program (and supporting
documents) must be submitted via ERAS (Electronic
Residency Application System). We use the National
Resident Matching Program (NRMP) to fill resident
positions.
Internal Medicine Residency Program
Founding Date: July 1, 2021
Number of Approved Positions: 24
Program Director: Arnel Joaquin, MD
Program Coordinator: Emily Ritter, MA
Program Mission & Vision Statement
To develop compassionate, well-rounded, culturally
competent internists dedicated to serving the needs of
underserved and special populations. The goal of the
internal medicine program is to train culturally and
clinically competent clinicians using the “CDU Advantage,”
a curriculum based on five specific pillars – research, social
justice, international exposure, experiential education, and
health policy, dedicated to serve the primary care needs of
the underserved and under-resourced communities.
This will be accomplished by recruiting individuals who
have shown interest and readiness to serve indigent
patients. We will enhance the skills of these individuals
through education about available community services
and resources, training in making and understanding
public policy, and improve understanding of health care
disparities.
The program aligns with the larger University mission of
cultivating diverse health professional leaders who are
dedicated to social justice and health equity for
underserved populations through outstanding education,
research, clinical service, and community engagement.
Rotation Sites
• Long Beach Veterans Administration Medical
Center (primary)
• Martin Luther King Outpatient Center
• Other health care sites in Los Angeles County
All applications to our program (and supporting
documents) must be submitted via ERAS (Electronic
Residency Application System). We use the National
Resident Matching Program (NRMP) to fill resident
positions.
Child and Adolescent Psychiatry Fellowship
Program
Founding Date: July 1, 2022
Number of Approved Positions: 4
Program Director: Amy Woods, MD
Program Coordinator: Sabrina Amani
Program Mission & Vision Statement
To train physicians to lead with their humanity sand to
develop the clinical acumen to provide excellent clinical
care to under-resourced communities. Using innovative
and evidence-based approaches, we train child and
adolescent psychiatrists to evaluate children and families
in the context of the communities to which they belong.
Understanding the impact of racial and structural
disparities, historical and present-day trauma, as well as
the resilience and strength of the people of South Los
Angeles, CDU fellows have a strong commitment to
progressing the field of child and adolescent psychiatry
and are dedicated to social justice producing lasting and
positive change.
Rotation Sites
• Kedren Community Health Center (primary)
• Rancho Los Amigos National Rehabilitation Center
• Los Angelese Department of Mental Health
• Harbor – UCLA Medical Center
• UCLA Westwood Medical Center
• Other health care sites in Los Angeles County
All applications to our program (and supporting
documents) must be submitted via ERAS (Electronic
Residency Application System). We use the National
Resident Matching Program (NRMP) to fill resident
positions.
* * *
For more information about our residency and fellowship
programs, please contact the GME Office.
Contact Information
For more information about our residency and fellowship
programs, please contact the GME Office at:
CHARLES R. DREW UNIVERSITY
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Office of Graduate Medical Education
College of Medicine
Charles R. Drew University of Medicine and Science
1731 E. 120th Street
Los Angeles, CA 90059
GMEOffice@cdrewu.edu
or visit our website at
https://www.cdrewu.edu/COM/GME
Office of Continuing Medical Education (CME)
The Charles R. Drew University Office of CME is dedicated
to the pursuit and dissemination of knowledge in the
medical and health sciences through education, research,
and services to the public. We are committed to providing
our students and faculty with the highest quality
education. Our academic instruction is distinguished by
high quality, innovative, patient-centered care.
Our CME Mission
Our mission is to provide excellent Continuing Medical
Education (CME). At CDU, we place particular emphasis on
primary care, specialty care and research clusters focused
on high impact problems in underserved and minority
communities, including factors and conditions that
influence health care disparities. The CDU CME Program is
geared to improve the physician’s ability to become a
leader within the health care team, implementing
evidence-based medicine. Our continuing education uses
the IOM and ACGME/ABMS core competencies as a basis
for the content developed to ensure we are meeting the
needs of our learners.
Background
The Accreditation Council for Continuing Medical
Education (ACCME) states “Continuing medical education
consists of educational activities which serve to maintain,
develop or increase the knowledge, skills and professional
performance and relationships that a physician uses to
provide for patients, the public or the profession. The
content of CME is that body of knowledge and skills
generally recognized and accepted by the profession as
within the basic medical sciences, the discipline of clinical
medicine and the provision of health care to the public.”
Continuing education of health professionals was stated in
the first section of senate bill 1026 (1973) in the state of
California authorization for the Charles R. Drew
Postgraduate Medical School, now Charles R. Drew
University of Medicine and Science.
The Continuing Medical Education (CME) program at CDU
is nationally accredited by the ACCME. Our current
accreditation term runs through November 2025.
CME Policies and Procedures
All individuals in a position to affect or control the content
of a CME activity must provide disclosure of all relevant
financial relationships with an ACCME-defined commercial
interest occurring in the past 12 months for themselves,
their spouse, and/or their life partner. Completed COI
Disclosure Forms must be received in sufficient time for
CDU to identify and resolve any reported conflicts of
interest (COIs). Individuals who fail or refuse to disclose
relevant financial relationships will be ineligible to
participate in the planning, presentation, or evaluation of
a CME activity.
CDU will review Disclosure Forms and take the following
actions:
• Individuals reporting no relevant financial
relationships, and thus possessing no conflicts of
interest are eligible to plan, create or present the
CME activity.
• Financial relationships reported by individuals
(their spouse/domestic partner) in a position to
influence content of a CME activity must be
reviewed by CDU to determine whether a
“relevant” conflict(s) exists, and if so, the
mechanism(s) that will be used to resolve the
conflict(s).
Resolution of identified conflicts of interest (COI) may be
accomplished via implementation of a multi-mechanism
approach, as deemed appropriate by the Office of CME.
Joint Providership
Charles R. Drew University requires that all activities which
it jointly provides comply with the Criteria, Standards for
Commercial Support and policies of the ACCME, the
requirements of the American Medical Association
Physician Recognition Award.
CME Application Process
Once approved as a potential joint providership partner by
CDU’s Office of CME, applicants must complete the CDU
CME Application within the required timeframe outlined
by the Office of CME. Each complete CME Application
must then be formally reviewed and approved.
Joint Providership Agreement
Upon approval of a CME Application, CDU and the joint
provider will sign a Joint Providership Agreement
delineating all pertinent information, roles and
responsibilities.
Fees and Payment
Fees and payment schedule will be negotiated on an
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activity-by-activity basis and will be delineated in the Joint
Providership Agreement.
Notification
The applicant organization will be notified in writing when
its request is approved or disapproved. Audience
generation or activity materials may not be disseminated
without approval from the Office of CME.
Commercial Support
The Office of CME must approve all requests for financial
and other support sought from commercial companies. In
addition, the Office of CME must accept any commercial
support, which may be awarded. When commercial
support funds are solicited and/or accepted, CDU enforces
the following requirements:
• The CDU Office of CME makes all decisions
regarding the disbursement of any potential
commercial support funds and in-kind support
received for CME activities.
• The CDU Office of CME will not be required by a
commercial interest to accept advice or services
concerning teachers, authors, or participants or
other education matters, including activity
content and format, from a commercial interest as
conditions of contributing funds or services.
• All commercial support associated with a CME
activity must be given with the full knowledge and
approval of the Office of CME. No additional
funds or in-kind support will be provided to the
planning committee members, teachers, or
authors beyond those defined in the budget.
• All educational grant amounts will be based on an
itemized and estimated budget prepared in
advance and shared with the commercial
supporter.
• The total dollar amount and/or in-kind
contribution will be specifically detailed in the
Letter of Agreement.
• All commercial support expenditures must be
documented and, upon request, provided to the
commercial supporter.
• A Letter of Agreement must accompany any
support provided, monetary or “in kind.” The
Letter of Agreement shall define the terms,
purposes, and conditions of the grant and shall be
signed by the commercial interest, CDU, and any
other provider or educational partner involved in
the planning and implementation of the CME
activity.
• All requests for commercial support must first be
approved by the Dean of the College of Medicine
at least 6-months prior to the accredited activity.
The Office of CME requires at least a 1-month lead
for review of commercial support requests
inclusive of the grant proposal and budget.
• The Course Director must adhere to the roles and
responsibilities for solicitation of and receipt of
commercial support.
• If commercial support is awarded, the Course
Director is responsible for being on-site at the
accredited activity to ensure compliance with all
Office of CME Policies and Procedures
• All requests for commercial support must include
an accreditation fee, if permitted.
Social Events
The CDU Office of CME must approve all social events
associated with a CME activity. Approved social events,
including meals at CME activities, will not compete with or
take precedence over the educational activity. Modest
meals and receptions, based upon local standards, are
appropriate social events for CME activities. Social events
must be modest with the educational components of an
activity accounting for the majority of the activity’s total
time. Spouses or guests may not attend social events and
strict separation of promotion is maintained from any
social event associated with a CME activity.
FAQs
What is CME?
Continuing Medical Education (CME) consists of
educational activities, which serve to maintain, develop, or
increase the knowledge, skills, and/or professional
performance relationships that a physician uses to provide
services for patients, the public, or the profession. The
content of CME is the body of knowledge and skills
generally recognized and accepted by the profession as
within the basic medical sciences, the discipline of clinical
medicine, and the provision of healthcare to the public.
What does AMA “PRA” stand for?
The American Medical Association Physician's Recognition
Award (PRA) and the related credit system recognizes
physicians who demonstrate their commitment to staying
current with advances in medicine by participating in
certified CME activities. Established in 1968, the AMA PRA
today stands as the most widely accepted award for
recognizing physician CME achievement. AMA PRA credit
is recognized by many state licensing boards, medical
specialty boards, hospital credentialing bodies, and other
entities. The AMA Physician's Recognition Award or AMA-
approved application is currently accepted in many states
as documentation for purposes of licensure reregistration.
What is the ACCME?
The ACCME is the Accreditation Council for Continuing
Medical Education. It is the organization that sets the
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standards for the accreditation of all providers of CME
activities. ACCME providers are dedicated to the
identification, development, and promotion of standards
for quality CME utilized by physicians in their maintenance
of competence and incorporation of new knowledge, in
order to improve quality medical care for patients and
their communities. For more information on ACCME, visit
http://www.accme.org
What is the ACCME’s relationship to the AMA?
The ACCME owns the accreditation system and accredits
providers that demonstrate compliance with the criteria
for accreditation, which grants such organizations the
authority to certify appropriate educational activities for
AMA PRA Category 1 Credit™. The AMA owns the credit
system. Both organizations work in collaboration and
support one another’s standards and policies. As well, the
AMA has a seat on the ACCME’s Board.
What is the difference between direct providership and
joint providership?
A directly provided activity is one that is planned,
implemented and evaluated by the accredited provider
(e.g., departments, colleges and/or schools within CDU). A
jointly provided activity is one that is planned,
implemented and evaluated by the accredited provider
and a non-accredited education partner (e.g., community
partners).
As a physician in the state of California, what are my CME
requirements?
Physicians licensed in the state of California are required
to complete at least 50 hours of AMA PRA Category 1
Credit™ during each biennial renewal cycle. In addition to
state requirements for maintenance of licensure,
additional requirements may be set forth by certifying
boards and/or institutions where a physician practices.
What is the difference between AMA Category 1 and
Category 2 credit?
Category 1 CME activities are formally planned activities
that are certified for credit by an ACCME accredited
provider and in compliance with the ACCME standards for
Commercial Support. Category 2 CME activities are
physician self-reported educational activities that a
physician engages in to improve their knowledge,
competence and/or performance as it relates to the care
of their patients.
What happens if I cannot attend a CME activity for the
entire time?
It is the responsibility of the learner to claim credit
commensurate with their participation in a CME activity.
Do I need to complete an application to receive CME
credit?
Yes. An Application for Credit must be fully completed and
turned into the CME representative in order to receive
credit (physicians) and/or a certification of participation
(non-physicians).
Who is eligible to receive AMA PRA Category 1 Credit™ ?
Only MDs and DOs can be awarded AMA PRA Category 1
Credit™. Other learners who may be among the target
audience for a CME activity will receive a Certificate of
Participation indicating the activity was accredited for
AMA PRA Category 1 Credit™. These learners will need to
speak with their respective licensing board as to whether
or not this credit is transferrable, and if so, the process.
Below are links which may be useful for potential non-
physician participations:
• California Board of Registered Nurses:
http://www.rn.ca.gov/licensees/lic-
renewal.shtml#ce
• American Association of Physician Assistants:
https://www.aapa.org/cme-central/
• American Association of Nurse Practitioners:
https://www.aanp.org/education
Contact Information
For more information, please contact our office at:
Office of Continuing Medical Education
College of Medicine
Charles R. Drew University of Medicine and Science
1731 E. 120th Street
Los Angeles, CA 90059
(323) 563-9349
or visit our website at
https://www.cdrewu.edu/COM/CME
CDU/UCLA Medical Education Program
The CDU/UCLA Medical Education Program was initiated in
1978, by joint approval of the Regents of the University of
California and the Board of Directors of Charles R. Drew
University of Medicine and Science, (known then as the
Charles R. Drew Postgraduate Medical School). The charter
class entered in August 1981 as candidates for the MD
degree.
The Medical Education Program is especially designed to
attract students who have an interest in addressing the
concerns of underserved populations and who are
prepared to do so with competence and compassion.
Undergraduate medical students accepted into this
program benefit from the best efforts of both the Charles
R. Drew University the David Geffen School of Medicine at
UCLA in a combined curriculum.
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The Pre-matriculation Program
During the summer preceding the first year of study,
students entering the Medical Education Program are
required to attend a two-week pre-matriculation program.
The purpose of the program is to orient students to the
medical education curriculum, Charles R. Drew University
and the surrounding community. The program emphasizes
the development of specific learning skills such as critical
thinking, problem solving, and study group interaction
which are needed for successful completion of the
CDU/UCLA Medical Education Program.
First and Second Years
The first and second years of study are conducted chiefly
at the David Geffen School of Medicine at UCLA.
The block-based curriculum for years one and two
integrates normal human biology with disease processes
and clinical skills. Instruction is accomplished through
lectures and in small group discussions, laboratories and
conferences.
Progress is evaluated on a pass/fail basis.
First Year (David Geffen School of Medicine, UCLA)
The following courses are taught in sequential order:
Block 1: Human Biology and Disease 401 Foundations of
Medicine 1 (8 weeks)
Pathologic processes, genetics, molecular and cellular
biology, basic immunology, and crial appraisal.
Block 2: Cardiovascular, Renal, and Respiratory Medicine I
(8 weeks)
Anatomy, histopathology, physiology, biochemistry,
genetics, imaging, and selected pathophysiologic
mechanisms of these organ systems along with the clinical
assessment of these organ systems.
Block 3: Gastrointestinal, Endocrine, and Reproductive
Medicine I (8 weeks)
Anatomy, histopathology, biochemistry, nutrition,
genetics, and selected pathophysiologic mechanisms,
along with the clinical assessment of these organ systems.
Block 4: Musculoskeletal Medicine (5 weeks)
Anatomy, imaging, histopathology, pathophysiology and
pharmacology related to this system with a focus on
rheumatology and physical medicine.
Block 5: Medical Neurosciences I (5 weeks)
Neuroanatomy, histopathology, neurobiology, neurology,
imaging, pharmacology, pathophysiology, and clinical
assessment of the neurological systems.
A preceptor program is offered in which a faculty or house
officer preceptor introduces the student to patient care on
the wards and/o’ in the physician's practice site.
Second Year (David Geffen School of Medicine at UCLA)
The courses of the second-year curriculum include
foundations in pharmacology, microbiology, infectious
diseases, cancer, and hematology; advanced topics in
gastrointestinal medicine, nutrition, and reproduction; and
advanced topics in cardiovascular, renal, and respiratory
medicine.
Block 6: Foundations of Medicine II (8 weeks)
Basic pharmacology, microbes, host defense and
immunity, immune disorders, clinical trials and
epidemiology, infectious diseases, including classification
of pathogens and therapeutics, cancer-including
classification, causes and therapeutics of other blood
disorders.
Block 6: Foundations of Medicine II (8 weeks)
Basic pharmacology, microbes, host defense and
immunity, immune disorders, clinical trials and
epidemiology, infectious diseases, including classification
of pathogens and therapeutics, cancer- including
classification, causes, and therapeutics of other blood
disorders.
Block 7: Medical Neurosciences II (5 weeks)
Neuroanatomy, neurobiology, psychopathology,
neurology, and psychopharmacology.
Block 8: Gastrointestinal, Endocrine and Reproductive
Medicine II (8 weeks)
Endocrinology, reproductive health and disease; gender
specific diseases, skin diseases; common infectious
diseases, therapeutics and prevention, including nutrition.
Clinical Skills Assessment and Independent Study:
One week block of assessment concludes the second year
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to prepare for the USMLE and clerkships.
Third Year (Charles R. Drew University)
The third year consists of 49 weeks of required clerkships;
one week of Clinical Foundations and 48 weeks of clinical
clerkships. All third year coursework must be completed
before a student is allowed to take senior and elective
courses. It is in the third year that most students decide
their specialty.
Third Year Core Clerkships
All required clerkships are taken at Charles R. Drew
University and the David Geffen School of Medicine at
UCLA affiliates.
Clerkship Duration
Clinical Foundations 1 week
Primary Care Continuity Clinic Longitudinal
Radiology Longitudinal
Track A Clerkships 24 weeks
Surgery Clerkship 12 weeks
General Surgery (6 weeks)
Surgical Subspecialties (6 weeks)
Pediatrics Clerkship 6 weeks
Obstetrics and Gynecology Clerkship 6 weeks
Track B Clerkships 24 weeks
Inpatient Medicine Clerkship 8 weeks
Psychiatry Clerkship 4 weeks
Neurology Clerkship 4 weeks
Ambulatory Medicine Clerkship 4weeks
Family Medicine Clerkship 4 weeks
Total Required Weeks 49 weeks
Unscheduled Time
Winter Break 2 weeks
Spring Break 2 weeks
Learning Objectives for Required Clerkships
Upon completion of the required clerkships, it is expected
that the student will be able to demonstrate:
1. The ability to take an accurate, focused patient
history, including psychosocial and family issues;
2. The ability to perform a complete or focused
physical and psychiatric examination;
3. The ability to give a complete, accurate, and
organized case presentation;
4. The ability to keep a complete, accurate,
organized medical record;
5. Knowledge of common acute and chronic
problems across age and gender;
6. A basic knowledge of gender and age-specific
preventive health measures;
7. Interpersonal skills that enable the development
of patient rapport;
8. The ability to use evidence-based medicine to
solve clinical problems;
9. Knowledge of appropriate use of imaging
modalities, including conventional radiography,
ultrasound, CT, or MR imaging;
10. The ability to formulate a patient-centered
management plan that incorporates the principles
of prevention and health education;
11. Knowledge of, and sensitivity to, cultural and
socioeconomic issues that impact patient care;
12. Knowledge and skills needed to provide cost
effective and appropriate care;
13. Skills in life-long learning, including the ability to
search computerized medical databases;
14. The ability to utilize other members of the
healthcare team, including consultant physicians,
nurse practitioners, nutritionists, and mental
health professionals.
These learning objectives have been compiled by the
Educational Policy and Curriculum Committee (EPCC) in an
effort to inform students of the expectations of their
performance on clinical clerkships. The objectives apply to
all the required third year clerkships.
Students can access detailed descriptions of required
clerkships in the Handbook of Courses for Third Year
Students published by the UCLA David Geffen School of
Medicine at UCLA Student Affairs Office or at:
http://medschool.ucla.edu/current-student-affairs
.
Students may also access course information on Gryphon,
the online curriculum resource at the:
https://gryphon.medsch.ucla.edu/
.
Fourth Year: Urban/Underserved College (Charles R.
Drew University)
Curricular revision at the David Geffen School of Medicine
at UCLA has resulted in the development of smaller
focused entities known as "Colleges" to enhance career
advising and mentoring in addition to other defined
activities. The fourth year of the CDU/UCLA Medical
Education Program at Charles R. Drew University is known
as the Urban/Underserved College.
• One week of College Foundations and thirty (30)
weeks of coursework are required for the fourth
year. Of these, twelve weeks must be sub-
internships (300 and 400 level) and three weeks
must be an ICU elective.
• 3 week, 400-level sub-internship
The remaining 18 weeks may be spent in approved
electives at any level. However, no more than 6 weeks
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may be spent in research or non-clinical electives. Up to 12
elective weeks may be arranged at other community
medical centers and hospitals, also known as “away
electives”. Information on elective courses offered both at
Charles R. Drew University and UCLA is available from the
Handbook of Courses for Fourth Year Medical Students
published by the David Geffen School of Medicine at UCLA
Student Affairs Office or at.
Course Duration
College Foundations 1 week
Medicine Sub internship 3 weeks
Intensive/Critical Care Sub internship 3 weeks
Senior Selective 3 weeks
Additional Electives 21 weeks
Total number of weeks required
for the fourth year: 31 weeks
Unscheduled Time
Winter Break 2 weeks
Vacation/interviewing 12 weeks
Elective Clerkships
The goal of the Elective Program is to broaden the medical
education experience of the student. The fourth year
provides the opportunity to investigate personal interests
as well as gain exposure to subjects that students may not
have the time to experience after medical school. Elective
clerkships may only be taken once the third year core
clerkships are successfully completed. The maximum
duration of an elective course for which a student may
receive credit is four weeks.
Electives are of three types: in-depth non-clinical electives,
advanced clinical clerkships and sub-internship or sub-
internship/inpatient courses. Below are descriptions of the
three types of electives. For more information, please
refer to the Handbook of Courses for Fourth Year Medical
Students.
In-Depth Non-Clinical Electives explore the basic sciences
as well as the clinical aspects of an organ system and its
disease states; or focus on a particular field of study.
In-Depth Non Clinical Electives do not count toward
California licensing. No more than six weeks (6) of In-
Depth Non Clinical Electives and Research Electives
combined will be granted toward the 30 weeks of required
course work for the fourth year.
Advanced Clinical Clerkships Electives (200 level) enable
students to utilize and build on the fundamental
information and skills acquired during required rotations
from the third year. Courses are structured to increase
students' depth of insight into complex medical problems
and to stress development of intellectual and decision-
making processes.
Sub Internship Electives (300 and 400 levels) are inpatient,
emergency or outpatient clerkships that give students
increased responsibility for decisions made for the total
care of the patient. In general, the student will be
expected to function at a first-year resident level.
Research Electives
In addition to clinical clerkships, research electives are also
available and may be developed with mentors to meet
special interests. Research sabbaticals may be arranged to
accommodate a year of study at UCLA, an affiliated
hospital, the National Institutes of Health, or any other
appropriate institution. Fellowship and research
opportunity information is available from the Office of
Medical Student Affairs.
Medical Student Research Thesis Program
(Longitudinal Experience)
All students in the CDU/UCLA Medical Education Program
are required to complete a research project and research
thesis. The goal of the research project/thesis is to address
medical conditions commonly encountered in primary care
practice. Students develop, design and implement a
research project during their two-year longitudinal
research experience.
Longitudinal Clerkships
Primary Care, PC011 (Third Year)
Primary Care, PC02 (Fourth Year)
Radiology (integrated in all rotations throughout the third
year)
Scheduling
Students are responsible for scheduling their courses. Each
student is provided with a scheduling packet containing
samples of forms and an outline of requirements.
Scheduling meetings are held by the DGSOM at UCLA
Student Affairs Office and the Charles R. Drew University
Office of Medical Student Affairs. The meetings outline the
clerkship scheduling process. An introduction to the
National Residents Matching Program is also provided at
these meetings.
Scheduling Fourth Year Electives
The access of CDU/UCLA Medical Education Program
students to electives published online in MyCourses, at the
following URL:
https://ucla.oasisscheduling.com/index.html
, is equal to
that of UCLA students, subject to a computerized lottery
system.
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To participate in non-UCLA system electives, students
must ensure that all necessary forms are routed to the
appropriate persons, e.g., course chair, faculty advisor,
and Associate Dean of Student Affairs. These forms include
the outside institution's own forms, as well as special
“away elective” forms. In order for the Associate Dean of
Student Affairs to accurately complete the paperwork, it
will be necessary to provide documentation of an active
personal health insurance plan and evidence of Rubella
status (a record of immunization or result of a screening
test). Upon receipt of all paperwork, the Office of Medical
Student Affairs will complete the forms retaining for the
student's file the documentation of personal health
insurance, rubella immune status, and other relevant
information; and will then forward the completed
application to the institution at which the elective will be
taken.
An elective is not considered to be approved until all
required signatures have been obtained.
Prior to starting the senior year, students are to complete
an elective scheduling form outlining their proposed
schedule. Each student is to discuss the schedule with the
Associate Dean of Student Affairs.
Changes to a student's elective clerkship schedule may be
accomplished by completing an add/drop form with the
Charles R. Drew University Office of Medical Student
Affairs. An appropriately completed and signed add/drop
form must be provided to the Associate Dean of Student
Affairs at least 30 days before the requested date of the
addition or deletion of a course from a student's program.
Grading System
The CDU/UCLA Medical Education Program currently has a
strict pass/fail grading system for those students who have
matriculated prior to Fall 2015. Those students who have
matriculated in the Fall of 2015 and after, will be graded
during the third and fourth clinical years. The grading
system will include: Honors, High Pass, Pass and Fail.
Evaluations
There are three categories of evaluations: Student
Evaluation of Clerkships and Faculty; Faculty and Resident
Evaluations of Students; and clerkship Director's
Summative Evaluation and Grading.
Student Evaluation of Clerkships and Faculty
Medical students are responsible for providing evaluation
as requested through the standardized evaluation system,
“CoursEval”. The data collected is used in the aggregate to
evaluate courses, curricula, and faculty, and the data is
reported back to Clerkship Directors for use in improving
teaching and rotations. The time and tools are provided to
the student for critiquing the instructional program, and it
is incumbent on the student to provide the information for
assessment. Constructive criticisms as well as positive
recognition will be appreciated and the anonymity of the
student is protected. The URL for the web-based program
is
https://evaluation.medsch.ucla.edu/Online_Evaluation_Sit
e/Home.html. Students complete evaluation forms online
upon completion of a given clerkship.
At the close of a clerkship, each student will receive an
email reminder that they are required to complete the
clerkship evaluation. Results of each clerkship rotation
evaluation will be available to clerkship directors after
they have completed and submitted the students' grades.
The individual faculty evaluations will be given to the
clerkship directors twice a year. This is done in order to
protect the anonymity of the students.
The clerkship directors are responsible for providing
feedback to faculty on the clerkship and on their individual
evaluations. Students who do not complete the
evaluations in a timely manner will receive reminders.
Students who are delinquent in completing their clerkship
and faculty evaluations will be referred to the Office of
Medical Student Affairs. Further penalty for not
completing the evaluations will be determined by the
Associate Dean for Medical Student Affairs.
Faculty and Resident Evaluation of Medical
Students
Attending faculty, house staff, and fellows who have
worked with medical students for one or more weeks
must complete their evaluation of each student supervised
and forward the completed evaluation form (via web-
based system) to the appropriate Student Clerkship
Coordinator. The Clerkship Director will use the comments
to produce the Summative Evaluation and Grade Report.
Clerkship Director's Summative Evaluation and
Grading of Medical Students
Clerkship Directors are responsible for providing students
with meaningful, written descriptions evaluating
performance in the clerkship. All clerkship directors
prepare and submit narrative descriptions for all students.
A web-based evaluation program has been implemented.
A login and password is assigned to clerkship directors and
their coordinators by the UCLA Student Affairs Office upon
completion of training on the system.
All performance evaluations must be submitted to the
web-based system within six weeks of the conclusion of
the clerkship. Evaluations may be reviewed via the web or
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in the OMSA.
Graduation Requirements
To be awarded the MD degree from the CDU/UCLA
Medical Education program, the following are required:
• Successful passage of each year of the four-year
medical school curriculum
• Annual recommendation for promotion by the
Progress/Promotions Committee
• Passage of the USMLE Step 1, Step 2 CK and Step
2 CS
• Passage of a Clinical Performance Examination
(CPX) at the end of the third year
• Completion of requirements of the 4th year
Urban/ Underserved College
Postgraduate Employment Opportunities |
Internships and Residencies
Most students make their choice of specialties during the
third year. Except for some programs requiring early
matches (e.g., urology, ophthalmology), interviews for
internships and residencies are generally conducted during
fall of the senior year. Students typically apply for these
programs through the National Resident Matching
Program (NRMP), more commonly known as "The Match."
The NRMP application and matching process is
coordinated through the Office of Medical Student Affairs
by the Associate Dean of Medical Student Affairs. Students
will be given an orientation to “The Match” in the spring of
their junior year.
Graduates of the CDU/UCLA Medical Education Program
enter into intern positions at institutions throughout the
United States at the Postgraduate Year I (PGY-I) level.
Overview
The CDU/UCLA Medical Education program seeks to
provide an education in the scholarly and humane aspects
of medicine and to foster the development of leaders who
will advance medical practice and knowledge in
underserved areas of the United States and abroad. The
admissions committee seeks to admit students who are
best suited for the educational program and mission of the
University. In particular, it looks for intelligent, mature,
and highly motivated students who show promise in
becoming leaders in medicine. The admissions committee
also considers very carefully personal qualities necessary
for the successful study and practice of humanistic
medicine. These include integrity, professionalism,
dedication to community service, scholastic
accomplishments and potential.
The CDU/UCLA Medical Education Program admissions
committee is committed to diversity by ensuring adequate
representation of women and all minority groups with
diverse interests and backgrounds. All applications are
given careful consideration without regard to gender, race,
age, religion, national origin, sexual orientation, or
financial status. In evaluating candidates, the committee
takes into consideration many factors including academic
record, MCAT scores, record of activities and
accomplishments, and recommendations from premedical
committees and science teachers. We use the Multiple
Mini-Interview process (MMI) which is an integral part of
the selection process.
Students who are admitted into the program spend the
first two years of medical school on the campus of the
David Geffen School of Medicine at UCLA. World-
renowned leaders in medical education have implemented
an innovative preclinical curriculum ensuring a quality
science foundation. The third year of medical education
coordinated and supervised by Charles R. Drew University
located in South Los Angeles approximately 17 miles from
the Westwood campus. Students rotate through the
various services including pediatrics, psychiatry,
obstetrics/gynecology, surgery, Family Medicine and
internal medicine at Charles R. Drew and UCLA affiliate
sites.
A unique component of the CDU/UCLA Medical Education
program is the longitudinal primary care clinical
experience. Students in the third year spend two to three
mornings per month at a primary care clinic located in an
underserved area of Los Angeles. In addition, students are
required to develop and implement a primary care
research project, and produce a thesis with a faculty
mentor that will be presented at the annual research
colloquium just prior to graduation.
The fourth year begins with a one-week orientation
designed for students to hone their clinical skills and
prepare for residency. A mentorship program in the fourth
year allows the students to work closely with faculty to
ensure appropriate career and academic guidance and
successful completion of the research thesis.
Students successfully matriculating through the program
are encouraged to pursue additional postgraduate training
or scholarly activity on the UCLA campus. Students may
choose programs in either the Schools of Public Health or
Business. Graduates of the CDU/UCLA Medical Education
have also successfully completed joint MD/PhD degrees.
Academic Requirements
The following courses are required:
• One year of college English to include the study of
English composition
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• One year of college mathematics to include the
study of introductory calculus and statistics
• One year of college physics, (with laboratory)
• One year of general biology (with laboratory)
• Two years of college chemistry to include the
study of inorganic chemistry, quantitative analysis
and organic chemistry (with laboratory)
The following courses are recommended:
• One year of foreign language (Spanish is highly
recommended)
• Coursework in Humanities
• Coursework in Computer Skills
Preference shall not be given to undergraduate science
majors over non-science majors. Applicants are urged to
acquire a broad experience in the humanities, behavioral
sciences, and social sciences in their college years, but
they should follow their own interests whether in the arts
or in the sciences. Prior research experience and
conversational Spanish are highly recommended but not
required.
High school and advanced placement courses do not fulfill
these requirements. If an applicant has been excused from
a required college-level course, another course at the
same or higher level must be substituted. Applicants
currently enrolled in a professional or graduate school
must be in the terminal year of the degree program to be
considered for admission to the first-year class. Post-
Baccalaureate students are encouraged to apply.
Students must complete all premedical requirements
before beginning the first year of medical study, although
these requirements need not be completed at the time
the application for admission is filed.
All students must take the Medical College Admissions
Test (MCAT). Arrangements for taking the MCAT must be
made directly with the MCAT Program Office,
http://www.aamc.org
or (202)-828-0690.
Applicants are strongly urged to take the MCAT in the
spring of the year of application. Please refer to the AAMC
web site for more information. The test must be repeated
if, at the time of the application, more than three years
have elapsed since it was taken.
Admissions
In order to be considered for admission to the CDU/ UCLA
Medical Education Program, all applicants are required to
follow the procedures listed below:
1. Fulfill the academic requirements.
2. Submit an application through the American
Medical College Admissions Service (AMCAS),
Association of American Medical Colleges
(www.aamc.org/amcas). Completed applications
and supporting documents must be received by
AMCAS no later than November 1 of the year
preceding anticipated entry.
3. Take the Medical College Admissions Test (MCAT).
Selected applicants will be invited to submit a
supplemental application and three letters of
recommendation or a composite report from a
professional advisory committee of the student's college
or University. The deadline for receipt of this additional
information is January 31 of the year in which entry is
anticipated.
Selected applicants who are invited to submit and
complete the supplemental application process will be
invited for an interview with members of the admissions
committee.
Refer to website (www.cdrewu.edu
) for updated
information.
Transfer Application
Admission is granted into the first year of the Medical
Education Program only. The CDU/UCLA Medical
Education Program does not accept transfer students.
Application Processing Fee
An application fee of $80 is required for all applicants
invited to submit a supplemental application. Fee waivers
are granted only with approval of the Admissions
Committee and a copy of the AMCAS fee waiver
documentation must be submitted.
Registration
During the four years in the CDU/UCLA Medical Education
Program, students are registered at University of
California, Los Angeles, for a total of eight semesters and
one summer session. Enrollment is distributed as follows:
First Year: Fall, Spring
Second Year: Fall, Spring
Third Year: Summer, Fall, Spring
Fourth Year: Fall, Spring
Annual Fees and Expenses
Tuition and fees of the CDU/UCLA Medical Education
Program are determined by the Regents of the University
of California and are subject to change without notice.
Refer to the Registrar website:
https://www.registrar.ucla.edu/
for updated information.
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Refund Procedure
Prior to the first day of instruction, fees paid are refunded
in full. After that, refunds are determined based on the
number of weeks classes were attended. For more
information including a schedule of refunds, refer to the
registrar website at https://www.registrar.ucla.edu/
.
Financial Aid
The David Geffen School of Medicine at UCLA Student and
Resident Financial Services Office administers all financial
aid for students of the CDU/UCLA Medical Education
Program, regardless of their year in the program.
Responsibilities of this office include the processing of all
applications, assessment of student eligibility for financial
aid, and awarding of financial aid.
Financial aid application forms are only sent to students
accepted into the CDU/UCLA Medical Education Program.
In general, awards of both loan and scholarship funds are
made on the basis of demonstrated financial need-that is,
the difference between the standard costs of attendance
at school and the student's resources from parents,
spouse, and self. However, there are several awards which
are made primarily on the basis of academic excellence.
Awards are determined annually, and support in
subsequent years is dependent on continued
demonstration of financial need, availability of funds, and
satisfactory academic progress as determined by the
College of Medicine and by the appropriate promotion
committee.
Details about financial aid are provided at the time of
application, and supplemented by information posted by
the David Geffen School of Medicine Student and Resident
Financial Services Office on the following website:
http://www.medstudent.ucla.edu.
The Office is located at the Center for the Health Sciences
(CHS), Room 12-109, (310) 825-4181.
Medical students are eligible to receive need-based aid for
the normative four-year length of the MD program. Up to
one year of additional aid may be granted to a student
required to repeat course work, if a minimum of two-
thirds of the normal academic load is carried. However, if a
student is allowed to repeat a second year (or third
semester), financial aid will not be provided during that
specific year or semester.
Foreign nationals are generally not eligible for student aid.
Such students may be required to submit letters explaining
how they will finance their education.
Application Deadlines
There are no deadlines for entering first-year students.
However, the sooner the forms are received, the sooner
an award can be made. The process requires
approximately six weeks from receipt of application to
disbursement of a check.
After the first year, continuing students must reapply by
the deadline date each year to receive full consideration
for financial aid. When awards are made, the offer letter
must be signed and returned immediately, in order to
prevent any delay in processing and dispensing the
awards.
Types of Aid Available
The David Geffen School of Medicine at UCLA generally
offers a combination of grants, scholarships, and loans to
help finance a student's education. The ratio of scholarship
to loan may vary from year to year depending upon the
availability of funds and current regulations.
Should a student be awarded a private scholarship, they
are responsible for informing the Financial Aid Office
immediately, with the name and address of the awarding
entity. For complete information, go to the David Geffen
School of Medicine Student and Resident Financial Aid and
Scholarships website at
http://medschool.ucla.edu/current-financial-aid-
scholarships.
Emergency Loans
CDU/UCLA Medical Education Program students may take
advantage of UCLA funds that are made available on the
UCLA campus for emergency purposes. These loans
provide from $75 to $300 for a short period of time (30-90
days) in order to help a student overcome temporary
financial problems. Loans may be obtained in one day and
are interest-free. Repayment of loans by the due date is a
requirement for continued registration. There is a $10 late
fee for all loans repaid after the due date.
Extramural Funding
The following scholarships, fellowships, and grants are
offered by agencies other than the University, but are
coordinated through the Charles R. Drew University’s
Office of Medical Student Affairs. To apply for these funds,
CDU/UCLA Medical Education Program students should
obtain an application and/or letter of support from the
Associate Dean of Medical Student Affairs at Charles R.
Drew University.
Association of Black Women Physicians (ABWP)
Minority medical students with demonstrable financial
need are eligible for scholarships from this organization.
Between eight and ten scholarships are awarded annually,
the amount varying according to individual need. Winners
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are announced in mid-October at the time of the annual
dinner dance of this organization.
Auxiliary to the Charles R. Drew Society Scholarship
The Los Angeles minority physicians, spouses, make the
Charles R. Drew Medical Society and Auxiliary fund
possible and friends to Minority medical students in the
sophomore or junior year with demonstrated financial
need and leadership /community involvement may apply
by May 15 of a given year. The Office of Medical Student
Affairs disseminates applications each April.
National Medical Fellowships
National Medical Fellowships, Inc. is a nationwide private
organization that provides financial assistance to minority
medical students for their first two years. Eligibility is
limited to minority students (African-Americans, Mexican-
Americans, mainland Puerto Ricans, and Native
Americans) who have demonstrable financial need and
who are United States citizens. Application for these
awards requires a Dean's letter in all cases.
Student Awards
Students in the Medical Education Program are
encouraged to learn and perform in a manner that is
consistent with the University’s Mission and are
recognized for their achievements in the following
categories of awards:
Dr. Charles R. Drew Award: The College of Medicine's
highest award, this honor is presented to the graduating
student who, in the opinion of the faculty, has most
exemplified a combination of compassion and academic
excellence overall years of training. Winners of this award
perform in a manner exemplary ’f the institution's Mission,
as manifested in academic achievement in basic science
and clinical coursework. Awardees also demonstrate
compassion in clinical service. The Awards Committee,
with input from the senior class, selects the winner of this
award.
Dr. Mitchell Spellman Award: This award, named for the
first Dean of the College of Medicine, is presented to the
graduating student who has demonstrated unique and
noteworthy achievement, not necessarily in the field of
medicine. The Awards Committee, with input from the
fourth-year class, selects the winner of this award.
Dr. Geraldine Burton-Branch Award: Named for a physician
who resides in the community served by the MLK Hospital,
this award is presented to the graduating student who has
demonstrated outstanding performance in the primary
care course over the clinical years. The Awards Committee
with input from the primary care faculty selects the winner
of this award.
Dr. Carlos Juan Finlay Award: This award, named after the
Cuban physician who discovered the role of the Aedes
aegypti mosquito in the transmission of yellow fever, is
presented to the graduating student who has most
exemplified excellence in community service or public
health. The Awards Committee, with input from the
fourth-year class, selects the winner of this award.
Dr. Martin Luther King, Jr., Award (Silver Medal): Named
for the noted civil rights leader, this award is presented to
the graduating student who has most exemplified peer
support and advocacy. The Awards Committee, based on
nominations by the members of the fourth-year class,
selects the recipient of this award.
Dr. Rebecca Lee Award: This award, named for the first
Black woman to receive the MD degree in the United
States, is presented to the graduating student who has
best exemplified excellent performance despite adverse
circumstances. The Awards Committee, with input from
the senior class, selects the recipient of this award.
Honor Society
Alpha Omega Alpha is the only medical honor society in
the world. Its aims are the promotion of scholarship and
research in medical schools, the encouragement of a high
standard of character and conduct among medical
students, and the recognition of high attainment in
medical science, practice, and related fields.
Election to Alpha Omega Alpha is a distinction that
accompanies the physician throughout his/her career.
Members can be elected as students, graduates, or faculty
of an affiliated institution, or on an honorary basis because
of their distinguished achievement in any field of
medicine. Chapters elect undergraduate members from
students in their last two years of medical school.
Scholastic excellence is not the only criterion for election:
integrity, capacity for leadership, compassion, and fairness
i’ dealing with one's colleagues are considered to be of
equal significance.
Students elected to the society are men and women who,
in the judgment of the local chapter, have shown promise
of becoming leaders in their profession. The number of
students elected from any CDU/UCLA class may not
exceed one-sixth of those expected to graduate for that
year.
Professional Associations
Students at Charles R. Drew University participate in a
wide variety of professional associations designed to
broaden the scope of their collegial relationships and
provide support for ongoing career development.
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• Latino Medical Student Association (LMSA)
• Student National Medical Association (SNMA)
• American Medical Student Association (AMSA)
United States Medical Licensing Examinations
(USMLE)
All students enrolled in the CDU/UCLA Medical Education
Program are required to take and pass Step 1, Step 2
Clinical Knowledge (CK), and Step 2 Clinical Skills (CS) of
the USMLE before a student is eligible to graduate.
Students must take Step 1 before beginning Clinical
Foundations in their third year. Step 1 must be passed in
order to advance to the fourth year. Failure of Step 1 may
require removal from the clinical curriculum or the student
may not be allowed to start the next rotation. The
Associate Dean of Medical Student Affairs will meet
individually with students who do not pass Step 1 of the
USMLE to plan the best course of action. Failure of Step 1
on the third attempt will result in dismissal from the
Medical Education Program.
Students must take the USMLE Step 2 CK examination by
the date specified in the Handbook of Courses for Fourth
Year Medical Students. If Step 2 CK is not attempted by the
deadline (usually the last day of December of the fourth
year), credit will not be given for any course work
completed after the deadline and before the examination.
No retroactive credit will be given. Failure of Step 2 CK on
the third attempt will result in dismissal from the Medical
Education Program.
Students must take Step 2 CS examination by the date
specified in the Handbook of Courses for Fourth Year
Medical Students. The clinical performance exam (CPX)
given at the end of the third year must be passed before
taking the Step 2 CS.
The National Board of Medical Examiners offers self-
assessment resources for medical students on its website:
http://www.nbme.org/
. In an effort to facilitate students'
success on these examinations, Charles R. Drew
University’s Learning Resource Center offers Step
preparation materials for student review. Additionally, the
Office of Medical Student Affairs provides limited
individual study skills counseling for its medical students.
Please refer to the Handboo
k
of Courses for 4th-Year
Medical Students for more specific information on the
USMLE policy.
Course Responsibilities during Board Review Programs
Since passing Step 1, 2 CK and CS of the USMLE is an
institutional priority at CDU, any student may, by the
decision of the Associate Dean of Medical Student Affairs,
be relieved of course responsibilities in order to take part
in an approved USMLE review course. The student so
excused must complete coursework missed while
completing a USMLE review course.
Student Life
Charles R. Drew University augments its programs of
formal education through community service programs
and organizations that provide student activities
commensurate with the mission of the University and
relevant to the work in which students will be engaged in
their professional lives.
The University strives to see that the needs and interests
of every student are met and that students are at all times
in an atmosphere that is conducive to their social, cultural,
and spiritual growth. The atmosphere must also be
conducive to the realization and development of a sense
of community, state, national, and international
responsibility.
Student Health
Before registering at the University, students must show
evidence that they have current immunizations, are free
from communicable disease, and are physically fit to carry
out university work. Copies of these documents must be
submitted to the Office of Medical Student Affairs and to
the Student Affairs Office (SAO) at the David Geffen School
of Medicine at UCLA.
Prior to starting the clinical years, all students are to
provide licensed physician-documented evidence of
freedom from infectious diseases. The evidence should be
based upon physical examination, chest x-ray, tuberculin
testing and other methods, as determined by the
physician. Students are to consult their private physicians
or the Arthur Ashe Student Health and Wellness Center in
order to fulfill these requirements and are responsible for
all fees not covered by insurance.
Health insurance coverage is required for all students.
Proof of such coverage must be presented to the Office of
Medical Student Affairs during registration. Students are
responsible for their own routine health maintenance and
chronic healthcare.
Medical Treatment
UCLA student health insurance is available to all medical
students and may be purchased on the UCLA campus. This
health insurance plan requires that the student receive
care at UCLA.
When a student is injured while on rotations, they should
report the injury to the nursing supervisor on the nursing
unit and to his/her preceptor.
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Counseling Services
Students are encouraged to make use of the personal and
academic counseling services provided for them
throughout their training. Individual appointments are
scheduled for students enrolled in CDU/UCLA Medical
Education Program through the Office of Medical Student
Affairs at (323) 563-4888.
Identification Badges
There are several types of photo identification badges
required of students in the CDU/UCLA Medical Education
Program:
• Charles R. Drew University photo identification
issued during the Pre-matriculation Program upon
completion of the Charles Drew portion of
registration. (This identification indicates the
student has met the requirements for UCLA
Student Health Services and has provided
evidence of a current health insurance policy or
has signed a statement that they will participate in
UCLA's Health Insurance Plan as of September of
the current academic year.)
• UCLA photo identification is issued by UCLA during
first year orientation.
• County of Los Angeles photo identification, issued
at the start of the clinical years. This identification
will not be issued until the student has provided
the Office of Medical Student Affairs with
evidence of current health insurance coverage,
verification of freedom from infectious disease,
and an updated registration form.
Students must wear the appropriate identification badges
whenever they are at Charles Drew affiliate hospitals or
clinics, at the UCLA Center for the Health Sciences, or
whenever they are in contact with patients.
Housing
For information, contact the following UCLA offices:
Housing Office
(310) 825-4491
Office of Residential Life
(310) 825-3401
Night Call Rooms
When on call during a clinical clerkship, the student should
use the relevant department’s 'night call' facilities, which
are usually shared with house staff.
Liability during Assigned Travel
The responsibility for safe transportation from Charles R.
Drew University’ or from students' homes to assigned
clinical sites rests with the individual student. All drivers on
public thoroughfares in the state of California are required
to have car insurance.
Dress Code
A medical student is responsible to the public and to
patients and should thus dress and act like a physician-in-
training in all patient contact situations. Men are to wear a
shirt and tie; women should be dressed in professional
attire. All students should wear a short white coat with
visible photo identification whenever they are in a clinic or
hospital, with a preceptor, or with a patient in any
professional capacity.
Student Government/Student Activities
Charles R. Drew University offers broad and diverse
opportunities for student involvement and leadership
development, ranging from informal groups in which
students share common interests and enthusiasms to
formal and organized participation in elective government.
Students may choose to participate in student government
at the program level, the college level, or by becoming
active in the University-wide student organization, Charles
Drew Student Government (CDSG).
Participation in University and College
Governance
Third and fourth-year medical students who are in good
academic standing are eligible to serve on College
committees.
For each of the committees approved for student
membership, the third and fourth year classes are each
entitled to one representative and two alternates. Each
class selects its representatives and alternates through a
democratic process, and submits the roster of selectees to
the Associate Dean of Medical Student Affairs, who
verifies that each person on the roster is in good academic
standing. The slate of nominees is presented to the
College's Faculty Council, which has the right of final
approval.
Student representatives will serve one-year appointments
but may serve successive terms if appointed or elected.
The following College committees are approved for
student representation:
The Educational Policy and Curriculum Committee reviews
and makes recommendations on educational policy and
procedure and reviews the administration and curricula of
all medical student education programs. One faculty
member who may serve an unlimited number of
consecutive two-year terms represents each department
in the College on the committee. The committee meets
monthly.
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The Medical Student Admissions Committee participates in
the recruitment and selection of a medical student body
that is committed to the University’s mission and is
motivated and capable of fulfilling the academic
requirements of the CDU/UCLA Medical Education
Program with, particular emphasis on its primary care
curriculum. This committee develops, maintains,
publishes, and distributes guidelines for medical student
admissions which state the admission policies and
procedures developed by the faculty according to its
bylaws.
Any breach of confidentiality as a student member of
either of these committees may be considered grounds for
immediate dismissal from the committee.
Policies
Attendance Policy
The attendance of all students is required at all regularly
scheduled class sessions, laboratories, or clinical training
sessions and will be used in assessing grades and meeting
state requirements. All of the above stated experiences
and training sessions are viewed as extremely important
by the faculty and, therefore, participation in such sessions
is expected of all students on an ongoing and regular basis.
Students in the College of Medicine will adhere to specific
attendance policies.
Compliance Statement
Charles R. Drew University of Medicine and Science, in
compliance with Titles VI and VII of the Civil Rights Act of
1964, Title IX of the Education Amendments of 1972, the
Rehabilitation Act of 1973, and the Age Dissemination Act
of 1975 does not discriminate on the basis of race, creed,
color, national origin, mental or physical disability, age, or
sex in any of its policies, practices, or procedures. The
University is in compliance with Title VII of the Consumer
Protection Act and the Privacy Act of 1974. This policy
includes, but is not limited ’o, the University's offices and
programs related to admissions, employment, financial
aid, educational services, and activities.
Harassment
Charles R. Drew University is committed to providing a
work and educational environment that is free of
discrimination and unlawful harassment. The University
seeks to prevent and prohibit misconduct on the campus,
including sexual harassment or any other type of
harassment by fellow students, staff, or faculty. Actions,
words, jokes, or comments base’ on an individual's sex,
race, ethnicity, age, religion, or any other legally protected
characteristic will not be tolerated.
Any student who feels that they have been harassed
should make it clear to the offending individual that such
behavior is offensive and unwelcome. If the behavior
continues, the incidents should be reported to the
Associate Dean for Medical Student Affairs immediately.
Complaints and Grievances
Charles R. Drew University believes that the campus
environment should be conducive to openly expressed and
shared ideas that stimulate professional and personal
knowledge and growth.
Students who have complaints against other students
should report their complaints to the Director of Medical
Student Affairs. Students who have a complaint against a
staff member should report their complaints to the staff
member's supervisor or Program Director. If the Director
of Student Affairs, the supervisor, or the Program Director
is unavailable, or if the student believes it would be
inappropriate to contact one of those individuals, the
student should immediately contact the Associate Dean of
Medical Student Affairs. Students may raise concerns and
make reports without fear of reprisal.
Honor Code
The students of the College of Medicine have adopted the
following statement:
We, the students of the CDU/UCLA Medical Education
Program, being cognizant of the high ideals of the
profession of medicine and of the part that honor ,and self-
discipline play in the maintenance of such ethical
standards, pledge ourselves to observe this fundamental
code in our formative years that we may better uphold the
honor code for which the profession of medicine has
always been venerated.
1. We will act at all times in a manner creditable to
our school and future profession.
2. No un-permitted aid will be given or received for
an examination, paper, or other assigned work.
3. It will be the responsibility of each student to
uphold these ideals and aid in their enforcement.
Further, we agree to the establishment of an Honor Council
to review infractions of the above principles during our
clinical years at Charles R. Drew University according to the
preceding sections of the article.
During the preclinical years at the David Geffen School of
Medicine at UCLA, the Medical Code of Ethics as outlined
in the Medical Student Honor Code binds the students of
the CDU/UCLA Medical Education Program to its policies.
The Medical Student Honor Code is under the jurisdiction
of the UCLA Medical Student Council. Further information
regarding the Medical Student Honor Code at UCLA can be
obtained from the website
http://medschool.ucla.edu/apply-honor-code
.
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Nondiscrimination Policy
The Charles R. Drew University of Medicine and Science
does not discriminate on the basis of sex in the
educational programs or activities it conducts. Title IX of
the Education Amendments of 1972, as amended, and the
administrative regulations adopted there under, prohibit
discrimination on the basis of sex in education programs
and activities operated by the Colleges. Such programs and
activities include the admission of students and
employment. Inquiries concerning the application of Title
IX to programs and activities of the Colleges may be
referred to the Title IX Coordinator, who is assigned the
administrative responsibility for reviewing such matters.
Student Code of Conduct
The Charles R. Drew University of Medicine and Science
has an obligation to maintain conditions under which the
College can carry out its primary function of teaching,
research, and public service in accordance with the highest
standards of quality and institutional integrity. The Office
of Medical Student Affairs reviews all matters relating to
student conduct and academic integrity.
In granting each student the MD degree, the faculty of the
Charles R. Drew University College of Medicine endorses
each student as having maintained the academic, moral,
and ethical standards appropriate to the practice of
medicine. It is the responsibility of the faculty to help each
student recognize and correct any deficiencies before the
MD can be granted. The formality of any such correction
should vary in proportion to the gravity of the deficit.
To this end, every registered student and every instructor
with an academic appointment has agreed to abide by the
Student Code of Conduct and Academic Integrity
guidelines. These guidelines provide the standard by which
students, faculty, and administration are encouraged to
take reasonable steps to prevent violations. If violations
occur, however, they will be handled in accordance with
the policies of the College of Medicine.
Medical Education Program Student Learning
Outcomes
O1: Patient Care that is compassionate, appropriate, and
effective for the treatment of health problems and
the promotion of health.
1.1 Conduct patient-centered encounters that
balance the needs of the patient with time
constraint of practice.
1.2 Accurately perform and document both
complete and focused histories and physical
examinations that are based on the
pathophysiology of presenting complaints,
and that address relevant psychosocial and
family issues.
1.3 Prioritize patient's problems, formulate
appropriate differential diagnoses, and
develop appropriate plans for diagnosis
and/or management.
1.4 Perform basic and therapeutic procedures
(basic life support, suturing simple
lacerations, drawing venous blood, starting an
IV, basic airway management).
1.5 Be familiar with the technique of normal
vaginal delivery.
1.6 Be able to discuss the principles of and the
relative advantages and disadvantages of
various therapeutic modalities, including
surgery, pharmacology, physical
rehabilitation, mental healthcare, behavioral
modification and complementary and
alternative medicine, as applied to common
clinical situations.
1.7 Use epidemiological principles and data to
formulate measures for care of individuals
and communities and be able to read the
medical literature.
1.8 Evaluate the roles that unemployment,
poverty, and lack of education play as
obstacles to quality healthcare.
1.9 Develop and implement individualized risk
reduction plans based on a culturally-sensitive
assessment of important medical and social
conditions including sexually transmitted
diseases, substance abuse, and interpersonal
violence.
O2: Medical Knowledge about established and evolving
biomedical, clinical, and cognate (e.g.,
epidemiological and social-behavioral) sciences and
the application of this knowledge to patient care.
2.1 Know the scientific principles that underlie
current understanding of normal human
development, function, and disease. Be able
to accurately express and use these principles
in discussing health maintenance, common
disease processes, and disease evaluation and
management.
2.2 Demonstrate an understanding of social and
behavioral factors that influence patients'
responses to health and disease.
2.3 Understand the scientific basis and
interpretation of common diagnostic
modalities. Discuss the indications,
contraindications and cost-effectiveness of
common diagnostic studies.
2.4 Demonstrate knowledge if common problems
and diseases for diverse populations.
2.5 Understand basic issues for promoting health
and preventing disease, including nutrition,
exercise, psychological health, preventive
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pharmacology, genetic predisposition to
disease, sanitation, environmental and
workplace hazards, life-styles, immunizations,
and apply this understanding to patient
management.
2.6 Assess the health status, demographics and
socioeconomic characteristics of medically
underserved populations.
2.7 Know when and how to report incidents of
domestic violence.
O3: Practice Based Learning and improvement that
involves investigation and evaluation of their own
patient care, appraisal and assimilation of scientific
evidence, and improvements in patient care.
3.1 Understand the importance of life-long
learning to adequately care for patients, to
participate in patient education, and to
pursue creative scholarly endeavors.
3.2 Use computer-based techniques, including
PubMed and other relevant database, to
acquire new information and resources for
learning.
3.3 Identify and use reliable, authoritative sources
of medical information.
3.4 Organize personal resources efficiently and
systematically using electronic tools and other
methods.
3.5 Describe and assess common scientific
methodologies used in clinically-relevant
medical research.
3.6 Identify the evidential value, organization and
logistics of various types of clinical trials, and
be able to advise patient concerning their
participation in or interpretation of these.
3.7 Read, summarize and critique research and
disease review in articles in peer-reviewed
journals.
3.8 Use evidence-base approaches as tools to
decide whether to accept new findings,
therapies and technologies for incorporation
into medical practice.
3.9 Utilize decision-support systems and
guidelines for clinical decision making,
including an understanding of the roles of
preferences and probabilities.
3.10 Understand and use continuous quality
improvement practices.
3.11 Translate questions that arise from daily
clinical practice into formal research
hypotheses.
3.12 Utilize computer technology to aid in the
design, writing, analysis, and presentation of
data from a clinical research project.
3.13 Design, implement, and complete a clinical
research project that will meet the criteria for
a thesis.
O4: Interpersonal and Communication Skill that result in
effective information exchange and teaming with
patients, their families, and other health
professionals.
4.1 Demonstrate interpersonal skills that build
rapport and empathic communication with
patient and their families across
socioeconomic, racial, and cultural
boundaries.
4.2 Make both complete and focused case
presentations that are accurate and well-
organized, prepare and maintain complete,
accurate, well-organized medical records.
4.3 Demonstrate a commitment to and skill in
teaching medical students, colleagues, and
other members of the allied health profession
using the concepts and vocabulary of
contemporary basic and clinical science.
4.4 Function as a productive member of a team.
4.5 Work collaborative with health professionals
from other disciplines.
4.6 Skillfully address sensitive issues in an
effective, compassionate, non-judgmental
manner.
4.7 Describe and use sound principles for
changing patients' behavior in order to
promote and improve their health.
4.8 Inform patient and their families about health
and illness in a way that is culturally-sensitive,
jargon-free and appropriate to their needs,
including counseling on prevention and
psychosocial issues.
4.9 Obtain informed consent from patient by
clearly explaining the risks, benefits, and
alternative for common medical and surgical
procedures in a culturally sensitive manner.
O5: Professionalism, as manifested through a
commitment to carrying out professional
responsibilities, adherence to ethical principles, and
sensitivity to a diverse patient.
5.1 Demonstrate reliability, dependability, and
integrity in interactions with colleagues and
patients.
5.2 Deal with professional mistakes openly and
honestly in ways that promote patient trust
and self-learning.
5.3 Accurately assess one's personal strengths
and limitations, relevant to one's practice of
medicine and continued learning.
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5.4 Develop abilities to receive and provide
constructive feedback as part of peer and self-
assessment of professional behaviors.
5.5 Understand appropriate coping mechanisms
for dealing with stress, intellectual
uncertainty, interpersonal conflict, and issues
related to power.
5.6 Use basic ethical concepts and approaches to
identify and analyze the ethical dimensions of
common situations in medical practice, health
policy, and research.
5.7 Understand the obligation to treat the
individual patient, and discuss the conflict
between caring for a patient and caring for a
population.
5.8 Recognize an obligation to the health of
society, locally, regionally, and nationally.
5.9 Demonstrate the ability to provide leadership
to groups if colleagues or patient.
O6: System Based Practice, as manifested by actions that
demonstrate an awareness of and responsiveness to
the larger context and system of healthcare and the
ability to effectively call on system resources to
provide care that is of optimal value.
6.1 Function under common time constrains in
outpatient primary care settings, including
managed care groups and underserved
populations.
6.2 Discuss changing social, economic, and
political factors that are affecting the patterns
of healthcare delivery in the United States,
and specifically in Southern California.
6.3 Know the structure and function of healthcare
delivery and insurance systems currently used
in United States.
6.4 Understand how payment systems for
medical care affect decision making and care
provision, and discuss strategies for delivering
quality of care in the face of reimbursement
restrictions.
6.5 Apply cost-effectiveness analysis to specific
instances of diagnosis and treatment of
disease and health promotion.
6.6 Understand the principles of medical record
keeping and the use el electronic records.
6.7 Know how and when to use consultants.
6.8 Identify and use resources and ancillary
healthcare services for patient in situations in
which social and economic barriers to access
exist.
Office of Medical Student Affairs and Curriculum
The Office of Medical Student Affairs and Curriculum
provides academic, matriculation and personal support
services to students in the CDU/UCLA Medical Education
Program. These services include academic counseling and
scheduling, information regarding graduation and
licensure requirements, and assistance and referrals for
academic and personal needs. The office is also
responsible for the administration of student admission
and support services, in coordination with the DGSOM at
UCLA Student Affairs Office.
General information about the Medical Education Program
and Student Services can be obtained from the Office of
Medical Student Affairs.
The Associate Dean for medical student affairs and the
staff provide an environment in which the academic and
personal needs of students are met on a daily basis.
Matters of serious concern may be brought to their
attention with assurance of strict confidentiality.
Contact Information
Charles R. Drew University of Medicine and Science
The office is open Monday-Friday, 8:00 a.m. to 5:00 p.m.
Office of Medical Student Affairs
W. Montague Cobb Medical Education Building
Charles R. Drew University
1731 E. 120th Street
Los Angeles, California 90059
Admission/General Information
Phone Number: (323) 563-4978
David Geffen School of Medicine at UCLA
Student Affairs Office
The UCLA Student Affairs Office (SAO) is located in the
UCLA Center for the Health Sciences, Room 12-109. UCLA
staff is available to answer questions and provide
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assistance while students are on the Westwood campus.
Important telephone numbers at the UCLA office of
Student Affairs include the following:
Student Affairs Office
(310) 825-6281
Financial Aid Office
(310) 794-1629
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OF MEDICINE AND SCIENCE
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Mervyn M. Dymally College of Nursing
The Life Sciences, Research, and Nursing Education Building, home to the Mervyn M. Dymally College of Nursing.
History
At a time when millions of inner-city citizens are suffering
from vast health inequities and few clinical care options,
the need for innovative, comprehensive medical education
and clinical care has never been greater. California
consistently ranks 49th or 50th nationwide in the number
of registered nurses per capita (1.19 Active RN Licenses
per 100 Residents), with 30% fewer nurses than the
national average. The US Department of Health and
Human Services project that the demand for RNs would hit
more than 3.6 million by the year 2030. Even with the
current workforce, our national healthcare system will
need to add nearly 50,000 new registered nurses to meet
that demand. The 2020 Survey of California Registered
Nurses estimates a current shortage of over 40,000 RNs, a
13.6% gap, in California that is projected to persist until at
least 2026 and beyond.
The federal Health Resources and Services Agency (HRSA)
estimates describes this shortage as “a target that more
than likely will not be met because of the inability of the
current nursing education program to prepare sufficient
numbers of professionals.” In particular, this demand has
worsened during the COVID-19 pandemic, as the nursing
workforce faced major shortfall in the availability of
registered nurses, especially those with expertise working
with highly diverse, low-income communities. California is
one of the most racially, ethnically and culturally diverse
states in the U.S.,
3
with a significant number of residents
3
Of the uninsured individuals residing in California, Hispanics are projected
to have an uninsured rate of 16% compared to uninsured rates of between
4% and 6% for all other racial and ethnic groups.
living without health insurance (3.2 million in California
compared to 28 million within the U.S.). At the same time,
California’s nurse workforce is not culturally diverse;
nearly 60% of registered nurses in California are non-
Hispanic White women.
4
The South Los Angeles area surrounding CDU has the
highest concentration of racial/ethnic minorities and is the
most socioeconomically disadvantaged community in Los
Angeles County. The University’s service area is 68%
Hispanic/Latino, 27% African American, 3% non-
Hispanic/Latino White and 1% Asian/Pacific Islander.
Nearly 32% of the population in South Los Angeles lives
below the federal poverty level and 42% have less than a
high school education. The median age is 30.1 years, with
a median family income of $25,161. Compared with Los
Angeles County overall, this area has significantly fewer
healthcare professionals and hospital beds per capita and
a significantly greater overall age-adjusted mortality rate,
with high rates of serious chronic and acute health
problems recognized by the National Institutes of Health
(NIH) as national priorities. In South Los Angeles, death
rates from diabetes, hypertension, respiratory diseases
(COPD/emphysema) and stroke are higher than elsewhere
in the county. Moreover, HIV/AIDS and other sexually
transmitted infections are also dramatically higher in
South Los Angeles, compared to the entire Los Angeles
County.
4
Based on 2018 data from the California Board of Registered Nursing,
following non-Hispanic Whites, Asians/Pacific Islanders constitute the second
largest ethnic group of RNs working in California, at 31 percent of the
workforce, followed by 11 percent Hispanic and 5 percent African American.
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To tackle the growing demand for nurses who can provide
healthcare in South Los Angeles and similar communities
across the nation and throughout the world, Charles R.
Drew University opened the Mervyn M. Dymally College of
Nursing in the fall of 2010. This new institution aims to
improve the diversity and cultural sensitivity in the nursing
workforce and develop nursing leaders and educators who
will achieve excellence in patient care in the often-
challenging urban healthcare settings.
Following the initial approval for the Master of Science in
Nursing (MSN) program granted in June 2009 by the
California Board of Registered Nursing (BRN), a nationwide
search for the founding dean of the College of Nursing was
conducted. In January 2010, Dr. Gloria J. McNeal, PhD,
MSN, ACNS-BC, FAAN was appointed Founding Dean. The
state-of-the-art, $43 million Life Sciences Research and
Nursing Education (LSRNE) Building was officially opened
August 2010, and houses the Mervyn M. Dymally College
of Nursing (MMDCON), which is located in the first floor of
the building. The first cohort of Entry Level Masters
students was enrolled in the Fall 2010 semester. Five full-
time and one part-time faculty members were hired to
begin the curriculum of instruction. To enhance course
offerings, the faculty agreed to develop content for the
Family Nurse Practitioner (FNP) curriculum of study.
Approval for the new course offerings was obtained by the
CDU Academic Senate. Six additional faculty holding
advanced practice nursing credentials were hired and the
first cohort of FNP students was admitted in January 2011.
Students enrolled in the first cohort of the entry level
program graduated in June 2012, and the first cohort of
FNP students graduated in December 2011.
The Mervyn M. Dymally College of Nursing (MMDCON)
designed and implemented a highly successful recruitment
plan. MMDCON offers a range of nursing programs
designed to equip students with the knowledge and skills
to deliver exceptional patient care. The school’s state-of-
the-art classrooms boast a mock hospital ward complete
with exam rooms and operating rooms. Students also
receive hands-on training in labs hospitals and numerous
health fairs throughout Los Angeles.
From a beginning cohort of Entry Level Master’s students
in Fall 2010, the program has grown exponentially. With
the support of the California Endowment, a recruitment
video was widely disseminated, and Time Warner Cable
was commissioned to produce several commercials that
were aired over local cable networks. To be eligible for
enrollment into the Master of Science in Nursing program,
students must hold a baccalaureate degree to meet
minimum requirements; however, the majority of
enrollees have exceeded that requirement having earned
master or doctoral degrees in a variety of fields. The
MMDCON has received 10-year CCNE accreditation for its
MSN degree in 2017.
In Summer 2017, the MMDCON began a Baccalaureate of
Science in Nursing completion program for RNs from
Diploma, Associate Degree programs and those nursing
students that are currently enrolled in an Associate Degree
in Nursing programs (ADN).
In Fall 2019, MMDCON began the Master and Post Master
of Science in Nursing in the Psychiatric Mental Health
Nurse Practitioner specialty.
In Fall 2021, MMDCON began the Baccalaureate of Science
in Nursing – Prelicensure Track and the Doctor of Nursing
Practice program.
Overall, enrollment in the MMDCON currently stands at
nearly 500 students. With the growth in the student body,
there has also been a similar rate of growth in the
MMDCON faculty. From a small beginning group of six
dedicated faculty, MMDCON now has 19 full-time faculty
and 2 part-time and more than 30 Adjunct faculty, of
which many either have a doctoral degree or are enrolled
in a doctoral program. MMDCON has been awarded over
$10 million in extramural funding for its Department of
Health Care Access and Information, Song Brown, Robert
Wood Johnson Foundation (RWJF), HRSA, Department of
Labor, and National Institute of Health (R25) grant
submissions. Following the initial approval granted by the
California Board of Registered Nursing, MMDCON then
applied for national certification with both the
Accreditation Commission for Education in Nursing (ACEN)
and the Commission on Collegiate Nursing Education
(CCNE).
Moreover, in Spring 2023, CDU approved the transition of
the Mervyn M. Dymally School of Nursing to the Mervyn
M. Dymally College of Nursing.
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OF MEDICINE AND SCIENCE
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Mervyn M. Dymally College of Nursing Administration
Gail Washington, DNS, RN, PHN, FAAN
DEAN
PROFESSOR
Sharon Cobb, PhD, MSN, MPH, RN, PHN
ASSISTANT DEAN, PRE-LICENSURE NURSING PROGRAMS
ASSOCIATE PROFESSOR
Trish Williams-Forde, MSN, APRN, PMHNP-BC, PHN
ASSISTANT DEAN, POST-LICENSURE NURSING PROGRAMS
ASSISTANT PROFESSOR
Tavonia Ekwegh, DNP, MPH, APRN, PHN
ASSISTANT DEAN, ACADEMIC SUPPORT
ASSISTANT PROFESSOR
Emilyn Lao, MSN, APRN, NP-C
DIRECTOR, FAMILY NURSE PRACTITIONER PROGRAM
ASSISTANT PROFESSOR
Juana Ferrerosa, PhD, MSN, PHN, RN
DIRECTOR, DOCTOR OF NURSING PRACTICE PROGRAM
ASSISTANT PROFESSOR
Andrew Lam, MD, EMHA, MHA, CHSE, CHSOS
DIRECTOR OF SIMULATION EDUCATION FOR CDU SIMULATION CENTER
ASSOCIATE PROFESSOR
Jennifer Sanchez Basile, MHA, BSN, BA
DIRECTOR, STUDENT AFFAIRS
Chasity Burns, DNP, MSN-Ed, RN
ASSISTANT DIRECTOR, PRELICENSURE NURSING PROGRAMS
ASSISTANT PROFESSOR
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OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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A Message from the Dean
Dear Students,
It is my pleasure on behalf of the faculty and staff to welcome you to the
Mervyn M. Dymally College of Nursing (MMDCON). We are a beacon in our
community that illuminates multiples opportunities in nursing which can
significantly impact health inequalities. Our accredited academic programs
foster equity, diversity, inclusion, and compassion for underserved
communities in need of excellent health care.
My role as Dean provides an opportunity for me to share my experience and
expertise in higher education and bring it home to South Los Angeles. I am
grateful for the opportunity to support and contribute to the MMDCON’s
transformative vision to have a world without health disparities.
Sincerely,
Gail Washington, DNS, PHN, RN, FAAN
Dean of the Mervyn M. Dymally College of Nursing (MMDCON)
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
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Mission Statement
To advance the science and art of nursing by conducting
nursing research and providing nursing students with
education that emphasizes the health status of
underserved communities, for the purpose of enabling
graduates to provide evidence-based nursing care with
dignity, respect and compassion to all nursing clients.
The first dimension of the mission is to provide graduate
and undergraduate levels of nursing education to
individuals who are entering practice at the Master’s or
Baccalaureate degree levels. Student nurses will build on
their previous undergraduate education to develop
professional accountability and critical thinking. Students
will learn and understand nursing theories, principles,
concepts and research. Ultimately, they will acquire the
ability to select and apply nursing theories, principles,
concepts and research to the delivery of quality nursing
care.
The second dimension of the mission focuses on
contributing to nursing science through research. Research
promotes excellence in nursing science. The nursing
faculty at Charles R. Drew University actively engages in
conducting research on nursing-related phenomena and
disseminating the findings in forums including scientific
meetings and publications that embody the emphasis on
evidence-based practice and contribution to nursing
science. Collaborative research with scientists and
clinicians at Charles R. Drew University and other scientific
communities, locally, regionally, and internationally are
encouraged. Although not conducting research as part of
the curriculum, nursing students will be exposed to
research concepts and studies that advance public health.
Upon completion of the program, students will have the
ability to improve health outcomes through applied
research in various health settings.
The third dimension of the mission is to expand in the
program offerings to include doctoral level curricula of
study, joining faculty and students in the development of
research questions and interventional solutions in meeting
the healthcare needs of underserved communities.
The fourth dimension of the mission is to address
healthcare disparities worldwide. Faculty and students will
participate in faculty-student exchange programs in
partnerships with schools of nursing throughout the nation
and the world, to develop global immersion experiences
designed to address healthcare disparities around the
globe.
The nursing program is committed to preparing highly
qualified nurses to provide quality nursing care to clients
from diverse backgrounds in a multi-cultural society,
paying attention to the underserved who present with
special needs. The emphasis on evidence-based practice
underscores the Program’s focus on education, research
and practice.
The MMDCON currently offers degree programs in
Bachelor of Science in Nursing (Pre-Licensure & RN-BSN); a
degree program leading to the Master of Science in
Nursing, (MSN) with the following specialties; Entry Level
Master (ELM), Family Nurse Practitioner (FNP) and
Psychiatric Mental Health Nurse Practitioner (PMHNP);
and Doctorate of Nursing Practice (DNP). Post Masters
Certificates are offered in the FNP and PMHNP specialties.
Accreditation
All programs within the Mervyn M. Dymally College of
Nursing are accredited by The Senior Commission of the
Western Association of Schools and Colleges (WSCUC). The
BSN and MSN programs are accredited by Commission on
Collegiate Nursing Education (CCNE).
The BSN and MSN programs are approved by the
California Board of Registered Nursing.
Graduates of the FNP specialty are eligible to take a
certification exam from either the American Nurses
Credentialing Center (ANCC) to earn the FNP-BC credential;
or take a certification exam through the American
Association of Nurse Practitioners (AANP) to earn the NP-C
credential.
Graduates of the PMHNP specialty are eligible to take a
certification exam from the American Nurses Credentialing
Center (ANCC) to earn the PMHNP-BC credential.
Graduates who complete the Pre-licensure BSN track and
the ELM program are eligible to sit for the NCLEX-RN exam
and apply for the Public Health Certificate issued by the
California Board of Registered Nursing. In addition, ELM
graduates are eligible to sit for the CNL certification
examination with the American Association of Colleges of
Nursing (AACN).
Graduates who complete the BSN and ELM program are
eligible to apply for the Public Health Nurse (PHN)
Certificate issued by the State of California.
Terminal Objectives
Terminal Objectives for BSN Program
Upon completion of the Bachelor of Science in Nursing
(BSN) program, graduates will be able to:
1. Demonstrate a commitment to a lifelong learning
plan for professional development.
2. Demonstrate cultural and spiritual competences
in providing care and working with other
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healthcare professionals from diverse cultures and
spiritual backgrounds.
3. Demonstrate ethical and professional nursing
roles, values, social justice and human dignity.
4. Demonstrate knowledge of current nursing trends
to form interdisciplinary collaborative
relationships that improve professional nursing
practice and the quality of healthcare within local
and global communities.
5. Design competent, patient centered professional
nursing care for individuals, families and
populations across the health continuum in a
variety of community based
6. Implement elements of health promotion and
disease prevention in planning and providing care
for individuals, families and populations.
7. Implement leadership strategies that support and
promote professional nursing practice.
8. Integrate effective communication, informatics,
and information literacy skills for professional
nursing practice.
9. Integrate use of political regulatory processes to
impact healthcare systems, clinical practice and
quality improvement policies.
10. Use evidence-based practice and research findings
in provision of professional nursing practice.
Terminal Objectives for MSN and Post Master Programs
The MSN/PMC Programs and terminal objectives are
leveled to the expected competencies of a master’s level
nurse clinician.
The ELM program is for individuals with a bachelor’s
degree in another field, who want to pursue nursing. This
program provides nursing students an opportunity to
study basic nursing knowledge and science at the graduate
level concurrently with graduate core content to prepare
for licensure as a registered nurse. The ELM program
approved by the California Board of Registered Nursing
curriculum contains the CNL content, a generalist role
developed by the American Association of College of
Nursing. The CNL oversees the care coordination of a
distinct group of patients and actively provides direct
patient care in complex situations. Students graduating
from the ELM program will be able to assume the role of a
direct provider of care, nursing administrator or nursing
faculty member.
The (CNL) is a generalist nursing role developed by the
American Association of Colleges of Nursing. The CNL
oversees the care coordination of a distinct group of
patients and actively provides direct patient care in
complex situations.
The FNP curriculum prepares the registered nurse to
provide primary care services in a variety of clinic and
community-based settings.
The PMHNP curriculum prepares advanced practice nurses
to manage the care of individuals and families across the
lifespan.
The MSN and PMC Programs of study contain a strong
foundation in the physical and social sciences and builds
upon previous learning experiences in philosophy, arts and
humanities. The curriculum also integrates recent and
evolving trends in healthcare with a particular emphasis
on learning related to: economics, environmental science,
epidemiology, genetics, gerontology, global perspectives,
informatics, organizations and systems, and
communication. Graduates will be eligible to apply for
post-master's study and to pursue educational preparation
at the doctoral level.
Upon the completion of the MSN and PMC Programs, the
student will be able to:
1. Synthesize theoretical and empirical knowledge
derived from the physical and behavioral sciences
and humanities as a basis for professional nursing
practice.
2. Apply the nursing process to all levels of practice
using the steps of assessment, diagnosis,
outcomes identification, planning, interventions
and evaluation.
3. Demonstrate competent practice as a Master’s
prepared registered nurse in a variety of settings.
4. Implement health promotion and disease
prevention strategies for population-based
practice that incorporates systems, the
community, individuals and families.
5. Communicate effectively using oral, written, and
technological skills in clinical, educational and
professional settings.
6. Demonstrate ethical nursing practice to improve
professional nursing practice, the work
environment and influence improvement in
healthcare.
7. Advocate for the patient’s rights, healthcare
policies and finance systems that promote,
preserve and restore individual and public health.
8. Provide leadership in collaborative efforts with
interdisciplinary and intra-disciplinary teams, thus
providing a broad approach to complex patient
care and community problems.
9. Demonstrate a spirit of inquiry and critically
analyzes data, research findings, and other
evidence to advance nursing practice, initiate
change, and promote quality healthcare.
10. Formulate a professional philosophy that
incorporates a commitment to human values and
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lifelong learning.
11. Provide leadership in collaborative efforts with
other disciplines to improve professional nursing
practice, the work environment and influence
improvement in healthcare.
Terminal Objectives for the Doctor of Nursing Practice
(DNP) Program
1. Implement safe, equitable, and quality health care
for vulnerable populations based on translational
science, multidisciplinary knowledge, and social
justice principles.
2. Engage in theory- and evidence-based, advanced
nursing practice to create and
evaluate innovative, complex approaches to care
delivery for diverse populations.
3. Use translational science and analytic methods to
develop, identify, implement, and evaluate best
practices for improving patient-
centered, healthcare services and healthcare
systems.
4. Partner with multidisciplinary clinical and
leadership teams to affect patient and systems
outcomes.
5. Employ strategic leadership and advocacy skills in
advanced nursing practice roles to lead quality
improvement, patient safety, and
workplace initiatives and to advance the
profession.
6. Analyze the influence of public policy decisions on
the health promotion, disease prevention, and
health restoration services provided to diverse
populations.
7. Use data analytic methods, information
systems, and technology to improve programs of
care, outcomes of care, and care systems.
8. Demonstrate accountability for ongoing
professional development.
Curriculum
The Mervyn M. Dymally College of Nursing (MMDCON) is
dedicated to enhancement of diversity among future
nursing professionals. Its vision is to create a learning
environment that contributes to “Excellent Nursing care
for all in a world without health disparities.” The principle
of social justice is centered into the traditional paradigm of
patient-nurse-health- environment. The school’s
conceptual model of practice historically has been based
on the Neuman Systems model for prevention
interventions and the total patient approach. As time
evolved the Roy Adaptation Model (RAM) was integrated
as well as the Watson Theory of Caring. Concepts and
Advanced Nursing Theory Essentials courses are in the
curriculum to understand the philosophy and science of
Nursing.
The curriculum emphasizes the health status of
underserved communities for the purpose of enabling
graduates to provide evidence-based nursing care
honoring the dignity of our clients with respect and
compassion. Whether the student is starting the nursing
degree or advancing their nursing practice, Mervyn M.
Dymally College of Nursing provides a supportive
framework to develop the skills to care for people in our
urban communities. The MMDCON programs offer
strategies to develop skills to care for people across the
lifespan from neonatal to geriatric stages of life. Each
nursing program provides a strong foundation for future
doctoral studies, career advancement, and the
development of strong ethical and leadership qualities.
The programs consider the recommendations presented
by the following:
• American Association of Colleges of Nursing
Essentials of Baccalaureate Education for
Professional Nursing Practice, and Essentials of
Master’s Education for Advanced Practice Nursing
(2011 & 2021);
• The Quality and Safety Education for Nursing
(QSEN) Competencies;
• The National Organization of Nurse Practitioner
Faculties (2012);
• The National League of Nursing Education
Competencies Model (2010); and
• The California Board of Registered Nursing.
Theory and clinical practice are concurrent in all the
clinical courses. Integrated curriculum content also
includes the following topic areas: personal hygiene,
human sexuality, client abuse, cultural diversity, nutrition,
pharmacology, legal, social and ethical aspects of nursing,
nursing leadership and management.
All courses must be taken in sequence as the program
curriculum.
Independent/Directed Study
Independent/directed study allows individualized
coursework to be designed and tailored to meet a
student’s particular needs. Enrollment in
independent/directed study courses requires prior
program approval. The student may not be required to be
on campus while completing the work.
Independent/directed study courses involve supervised
independent study and/or research in a subject area
proposed for in-depth study. Courses may comprise
special study, directed readings and/or directed research
structure as determined by the instructor and student at
the time of the initial proposal.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 193
Independent study courses are open to eligible students. A
maximum of eight units are permitted unless the
individual’s program specify otherwise. Permission from
the instructor is always required.
The Academic Community
Community Service and Service Learning
The intent of the MMDCON’s community service and
service learning requirement of 60 hours for ELM program
and 50+ hours for Prelicensure BSN is to fulfill the mission
of the University. The community service learning will also
provide students with an opportunity to apply the theories
and competencies learned in their core and program
courses to the real needs of the community.
To facilitate achievement of these community service
learning goals, volunteer experiences must be conducted
at CDU affiliated events (both on-campus & off-campus).
Students must receive prior faculty approval to participate
in the event (the same faculty will need to sign off for your
participation in the event). You will receive the volunteer
event tracker form in your orientation packet or during
orientation. You must keep track of the volunteer event
tracker form throughout the program. Faculty signatures
can be electronic or written. It is recommended that
volunteer events meet at least one of the following
criteria: 1) low income; 2) medically disadvantaged,
underserved or under-represented; or 3) other special
populations or communities as defined by course
requirements (e.g., hospice patients, victims of domestic
violence, students with special learning needs, etc.).
Volunteer time should not conflict with academic
coursework and other clinical-related responsibilities or
hours.
Academic Advising
Faculty advisors provide academic advice, support and
encouragement throughout the duration of the student’s
academic program. A faculty member from the student’s
designated program serves as the academic advisor
throughout the student’s career at the University. Faculty
members serve as advisors to provisional students as well.
Academic advising is a service provided to all students who
need assistance selecting a program, scheduling classes or
seeking tutorial support and guidance in making certain
they meet all graduation requirements. Students who
utilize academic advisement services usually complete
their educational goals in a timely manner and are unlikely
to drop out of school.
Students may meet with their academic advisor by
scheduled appointment or on a drop-in basis during office
hours. Students entering degree programs will be assigned
to a faculty advisor within the first week of enrollment.
The student and faculty advisor jointly arrange meeting
hours. For additional information about faculty advisor
arrangements, contact the program of interest.
Requirements for Admission
Admission is a competitive process in which each student’s
entire application is individually reviewed. The applicant’s
previous academic record, i.e., Grade Point Average (GPA)
are used to identify the student’s potential in fulfilling the
CDU mission, and the ability to succeed in this fast-pace
rigorous program. The TEAS exam is required for all ELM
and BSN Pre-licensure track applicants and the score of
75% on all sections and subsections with no exceptions is
required for admission consideration.
Bachelor of Science in Nursing – Pre-licensure
Track
Program Description
The Bachelor of Science in Nursing –Prelicensure/Generic
Track is designed for non-nurses who are interested in
completing course requirements leading to a
baccalaureate degree in nursing. Graduates of this track
are prepared at the generalist level to assume the entry-
level registered nurse role at the point of care.
The Pre-licensure BSN track currently has two phases: Pre-
Nursing and Nursing (Upper Division). The total degree
completion of the Pre-licensure BSN is based on a three-
year duration and encompasses biological, physical, social,
and nursing sciences in conjunction with liberal arts
components to establish the role of the baccalaureate-
prepared registered nurse. The Pre-Nursing phase of Pre-
licensure BSN track will consist of four semesters and will
be selected twice per year during the Summer and Fall
semesters. The Nursing phase of the Pre-licensure BSN
track is based on a five-semester duration and will be
selected twice per year during the Spring and Fall
semesters. Both phases must be completed through full-
time study (12 or more credits per semester). Applicants
selected for the Pre-Nursing phase and Nursing phase are
required to at end a mandatory orientation at the start of
each cohort.
Requirements for Admission
Students who plan to apply to the MMDCON Prelicensure
BSN should refer to our website for more information
https://www.cdrewu.edu/admissions/undergraduate-
programs.
BSN Admission Policies
Applicants work with an assigned admission advisor to
complete the application process and meet admission
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 194
requirements.
Graduation Requirements
Undergraduate (BSN) students must receive a grade of B
or better in all required nursing courses to remain in good
academic standing. A grade of B- or below is unsatisfactory
for program promotion. Although grades of B- and lower
are included in the GPA, the BSN program does not allow
courses to satisfy degree requirements in which the
student receives a grade below B-. BSN students must earn
at least a B or higher in all nursing coursework to satisfy
degree requirements.
Policy and Procedures
Challenge/Advance Placement for Military-Trained
Healthcare Personnel
Individuals who have held Military Healthcare
Occupations, may achieve advanced placement (AP) into
the 5th semester of the Pre-licensure BSN track, and be
exempt from Nursing NUR 421-Nursing Fundamentals,
with documentation of education and experience
qualifying them for the specific for a Registered Nurse
occupation and upon successful completion of the AP
challenge exam, AP skills competency assessment, and
dosage calculation exam.
Military Education and Experience
The Nursing Program policy will grant credit for military
education and experiences towards nursing courses
through evaluation and/or challenge exams.
Policy
Applicants must meet all the application requirements of
the Nursing Intent Phase of the Pre-licensure BSN track,
including completion of the designated prerequisites.
1. Applicants must pass the TEAS Admission Exam
with a Minimum of 75% overall cumulative and
individual module score (includes module,
submodule and subsection scores 75% minimum
requirement) Applicants must successfully
complete NUR 420-Essential Concepts for
Professional Nursing.
2. Acceptance of military challenge students into the
Pre-licensure BSN track is contingent upon space
availability.
3. Military challenge students who are unable to
meet the above AP criteria for entry into the 5th
Semester of the Pre-licensure BSN and be exempt
from NUR 421-Nursing Fundamentals, may
remediate and repeat the AP exam and/or skill
competency assessment, and/or the dosage
calculation exam. If the student is unsuccessful
after the second attempt on any of these
challenge exams, the student need to take the
NLN, Nursing Fundamentals Challenge Exam.
Upon successfully passing the NLN, Nursing
Fundamentals Challenge Exam, the student gains
priority enrollment into NUR 420-Essential
Concepts for Nursing Practice, NUR 424-Physical
Assessment in Nursing Practice, and NUR 426-
Essential Pathophysiology and based on space
availability. The candidate’s experience will be
evaluated so that credit for skills and/or
experience can be awarded.
Procedure
Interested candidates must request an appointment with
the Director of Student Affairs at Mervyn M. Dymally
College of Nursing at least one semester prior to the
application period to discuss eligibility requirements for
the Pre-licensure BSN track program.
1. Applicants who may be eligible for advanced
placement include those individuals who have
satisfactory completed education and experience
for the following:
a. Basic Medical Technician Corpsman (Navy
HM or Air Force BMTCP)
b. Army Health Care Specialist (68W Army
Medic)
c. Air Force Independent Duty medical
Technician (IMDT 4N0X1C)
2. Applicants applying for transfer credit must
submit, the following materials verifying
education and experience to the Director of
Student Affairs at College of Nursing:
a. CDU Transfer Credit Evaluation Petition
(http://docs.cdrewu.edu/assets/students
/files/Registrar%20Transfer%20Credit%20
Petition.pdf)
b. Transcripts from appropriate education
program(s), demonstrating satisfactory
completion of coursework and clinical
experience
c. Documentation of experience
3. After a review of the applicant’s documentation,
and upon determination that the applicant has
met the educational and experiential
requirements, as well as the additional nursing
program admission requirements, the student will
be invited to take an AP challenge exam, a skills
competency assessment, and a dosage calculation
exam.
4. Advanced placement will be granted if the
applicant meets minimum requirements and is
based on space availability.
Clinical and Program Requirements
The pre-licensure BSN curriculum requires students to
complete all hours of clinical practice. In addition to actual
clinical hours, the student will spend additional hours
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 195
studying, preparing and completing assignments, usually
triple the amount of time spent in actual class or role
activities, depending on the time necessary to complete
assignments and meet individual objectives.
Prior to taking clinical courses, students must satisfy all
prerequisites and submit important documents for
instructor verification. Students must provide
documentation of all the requirements listed on the pre-
licensure BSN Clinical Requirements form.
These requirements will be uploaded upon instruction
onto the certified platform that the MMDCON uses to
track clinical clearances for students of all levels. The
following information is required upon acceptance into the
Nursing Intent Phase of the Pre-licensure BSN track:
• Hepatitis B series and titer, Rubella and Varicella,
Measles and Mumps or titers.
• Annual Flu vaccine.
• COVID-19 Primary Series Vaccine/s & All Boosters
• Annual PPD/2 step process or Quantiferon TB
Gold blood test (and chest x-ray if TB test is
positive).
• Health insurance, private or through the
University
• Current American Heart Association BLS
certification
• Complete physical examination
• 12 panel drug screening
All students will need to have a clear criminal background
check within a month of being accepted into the program
in order to start the program. While in the program a clear
background check is required to progress through the
program. Some agencies also require live scan
fingerprinting in addition to background checks. In
addition to the above, students may be required to
provide additional documentation as required by specific
agencies. Students must complete the clinical agency
orientation before starting a clinical rotation. Students
must complete all required clinical documentation in a
timely manner or they will not be allowed to progress in
the cohort.
Curriculum
The 121-credi Bachelor of Science in Nursing (Pre-
licensure Track) is completed through full-time study in
preceptored clinical settings. This foundational level of this
program centers on general education courses that will
provide introductory knowledge on the physiological,
psychosocial, environmental, and political factors that
affect the health of individuals and communities. Nursing
courses, recognized as upper-level undergraduate courses,
will prepare BSN students as nurse generalists who can
provide holistic nursing care to various populations in
complex environments.
Pre-Licensure BSN Track (Sample Plan of Study)
Semester
Course
Course Name
Units
Lab/Clinical
Hrs
Year 1
Sem 1
CHM 100
Basic Chemistry
4
45
MTH 126
College Algebra
3
-
ENG 111
English composition
3
-
BMS 100
Human Biology
3
-
Total Units/Hours
13
45
Year 1
Sem 2
BMS 310L
Anatomy and Physiology I
w/Lab
4
45
SOC 141
Introduction to Sociology
3
-
ENG 112
Critical Thinking and Text
Analysis
3
-
COM 113
Medical Terminology
3
-
Total Units/Hours
13
45
Year 1
Sem 3
BMS 311L
Anatomy and Physiology II
w/Lab
4
45
COM 111
Public Speaking
3
-
HUM 231
Introduction to
Humanities I
3
-
PSY141
General Psychology
3
-
Total Units/Hours
13
45
Year 2
Sem 1
BMS 320L
General Microbiology
w/Lab
4
45
ART 131
Health & Creative Arts
3
-
POL 141
U.S. Political Systems
3
-
COM 231
Spanish for Health Care
Professionals
3
-
Total Units/Hours
13
45
Year 2
Sem 2
Nursing
(Upper
Division)
NUR 420
Essential Concepts for
Professional Nursing
3
-
NUR 421
Nursing Fundamentals
5
NUR 424
Physical Assessment in
Nursing Practice
3
90
NUR 426
Essential Pathophysiology
3
45
Total Units/Hours
14
135
Year 2
Sem 3
NUR 427
Nursing Pharmacology
3
23
NUR 428
Medical Surgical Nursing I:
Essentials
5
135
NUR 430
Nursing Care for the Aging
Population
3
45
NUR 432
EBP: Informatics and
Quality Improvement
3
-
Total Units/Hours
14
203
Year 3
Sem 1
NUR 435
Psychiatric/Mental Health
Nursing
3
68
NUR 436A
Essential Care of Mother
and Infant
3
68
NUR 436B
Essential Care of Children
3
68
NIR 403
Culture, Spirituality, &
Health
3
68
Total Units/Hours
12
204
Year 3
Sem 2
NUR 450
Medical Surgical II: Entry
into Nursing Practice
5
135
NUR 417
Public, Community, &
Global Health Nursing
6
90
NUR 416
Biomedical Statistics,
Research, and Evidence
Based Practice
4
-
Total Units/Hours
15
225
Year 3
Sem 3
NUR 452
Transformational
Leadership in Nursing
Practice
5
135
NUR 460
Clinical Decision Making
for Safe Practice
3
-
NUR 415
Healthcare Policy and
Aging
3
-
NUR 409
Legal/Ethical Decision
3
-
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 196
Making in Nursing
Total Units/Hours
14
135
Total Program Units/Hours
121
1082
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 197
Bachelor of Science in Nursing Registered Nurse
The Registered Nurse - Bachelor of Science in Nursing (RN-
BSN) degree completion program is designed for
registered nurses with a previous associate degree or
diploma, and current, unrestricted RN licensure, who wish
to obtain a Bachelor’s degree in the professional field of
nursing. This RN-BSN program includes coursework and
behavioral objectives that focus on the development of
the nurse's role as a global practitioner, researcher, and
leader.
The RN-BSN program also allows concurrent enrollment of
current Associate Degree nursing students under a
structured program in collaboration with the student’s
ADN program. Students could enroll concurrently from
their first semester in their ADN program. Students must
maintain a good academic standing at both institutions to
continue with the RN-BSN concurrent program and show
evidence of current enrollment in ADN program each
semester and upon request. Students in the concurrent
programs are encouraged to enroll in a maximum of 6
units in the Fall and Spring semester and no more than 12
units in the Summer semester.
Students must submit evidence of a current and
unrestricted nursing license prior to the completion of the
RN-BSN in order to be eligible to graduate from the BSN
program. Otherwise students who have completed all RN-
BSN courses (except the Public, Community and Global
Health Nursing course) would need to apply for a leave of
absence until successfully completing NCLEX and obtaining
an RN license.
Role and Qualifications
The program is designed to develop the professional
knowledge and skills of registered nurses and prepare
them as generalists who are able to apply critical thinking,
professional skills and knowledge to client outcomes and
healthcare systems. The emphasis of this program is on
meeting the healthcare needs of underserved populations.
Requirements for Admission
RN-BSN Degree Completion Application Process
Students who plan to follow the RN-BSN degree
completion program should apply to the MMDCON RN-
BSN Completion Program for admission to the University.
Please refer to our website for more information
https://www.cdrewu.edu/admissions/undergraduate-
programs.
RN-BSN Admission Policies
Applicants work with an assigned advisor to complete the
application process. Admission requirements.
Graduation Requirements
Undergraduate (RN-BSN) students must receive a grade of
C+ or better in all required nursing courses to remain in
good academic standing. A grade of C or below is
unsatisfactory for program promotion. Although grades of
C and lower are included in the GPA, the RN-BSN program
does not allow courses to satisfy degree requirements in
which the student receives a grade below C+. RN-BSN
students must earn a C+ to satisfy degree requirements.
Curriculum
The RN-BSN completion track has a 36-credit required
course of study in-residence (32 credits of Nursing courses
and 4-credits of General Education Courses). The required
course of study includes a capstone course that
synthesizes baccalaureate student learning outcomes. The
required course of study fulfills only part of the 121-
minimum-credit requirement for Bachelor of Science
degree completion. Students could transfer up to 84
credits of previous, relevant course work.
The RN-BSN track currently has two pathways: Full-Time
and Part-Time. The RN-BSN curriculum for the full-time
track is based on a three-semester duration and builds on
previous knowledge foundation of biological, physical,
social and nursing sciences in conjunction with liberal arts
components to enhance the development of a well-
rounded, caring, professional nurse. This is completed
through full-time study (12 or more credits per semester).
The RN-BSN curriculum for the part-time track is based on
a six-semester duration. All pre-licensure ADN students in
the RN-BSN program will be enrolled in the part-time
program. This is completed through part-time study (6 or
more credits per semester).
Cohorts are selected three times per year during the Fall,
Spring and Summer semesters. Applicants selected for the
program are required to attend a mandatory orientation
at the start of each cohort. Public, Community and Global
Health Nursing is the only clinical course required in this
program and it is necessary for students to be eligible for
the Public Health Nursing Certificate through the California
Board of Registered Nursing. Only students who are
licensed as a Registered Nurse can enroll in this course.
No other clinical requirements are necessary.
In compliance with policies, there are two different
modalities for courses in the RN-BSN program: hybrid and
online. Each hybrid theoretical course is scheduled for 7.5
weekly sessions (live sessions alternating with online
sessions), with two sessions per semester offered as one
weekend per month executive style course delivery
format. Each online theoretical course is scheduled for 7.5
weekly alternating onsite and online sessions. Currently,
students can choose to enroll in the hybrid or online
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 198
format for each RN-BSN course. RN-BSN course delivery is
Thursday to Sunday.
The combined nursing and required general education
courses have been combined to enable students complete
the program in 3 semesters for full-time study and 6
semesters for part-time study based on the number of
core requirements completed. The plan of study may be
individualized based on the student’s profile. Students
may take less classes and extend their program according
to their personal needs and ability. The goal is student’s
success in completing the program.
RN-BSN Degree Completion (Full Time Sample Plan of Study)
Semester
Course
Course Name
Units
Lab/Clinical
Hrs
Semester 1
A
ILR 101
Information Literacy
Research
1
-
NUR 401
Nursing Informatics,
Communication and
Technologies
2
-
NUR 402
Trends and Issues in
Professional Nursing
3
-
Total Session A Units/Hours
6
0
Semester 1
B
NUR 403
Culture, Spirituality and
Health
3
-
NUR 409
Legal and Ethical Decision-
Making in Nursing
3
-
Total Session B Units/Hours
6
0
Total Semester 1 Units/Hours
12
0
Semester 2
A
NUR 417
Public, Community, and
Global Health
6
90
Total Session A Units/Hours
6
90
Semester 2
B
COM 231
Medical Spanish for
Healthcare Professionals
3
-
NUR 416
Biomedical Statistics,
Research and Evidence
Based Practice
4
-
Total Session B Units/Hours
7
0
Total Semester 2 Units/Hours
13
90
Semester 3
A
NUR 408
Introduction to Health
Promotion
3
-
NUR 412
Introduction to Nursing
Leadership and
Management
3
-
Total Session A Units/Hours
6
0
Semester 3
B
NUR 415
Healthcare Policy and
Aging
3
-
NUR 413
Capstone
2
-
Total Session B Units/Hours
5
0
Total Semester 3 Units/Hours
11
0
Total Program Units/Hours
36
90
Additional
Credit
Transfer Credit
84 units
NUR 499: Elective/Independent Study
NUR 599: Global Health Initiative (Experience)
Duration and Country Varies
1-8 units
RN-BSN Degree Completion (Part-Time Sample Plan of Study)
Semester
Course
Course Name
Units
Lab/Clinical
Hrs
Semester 1
A
ILR 101
Information Literacy
Research
1
-
NUR 401
Nursing Informatics,
Communication and
Technologies
2
-
Total Session A Units/Hours
3
0
Semester 1
B
NUR 402
Trends and Issues in
Professional Nursing
3
-
Total Session B Units/Hours
3
0
Total Semester 1 Units/Hours
6
0
Semester 2
A
NUR 403
Culture, Spirituality and
Health
3
-
Total Session A Units/Hours
3
90
Semester 2
B
NUR 409
Legal and Ethical Decision-
Making in Nursing
3
-
Total Session B Units/Hours
3
0
Total Semester 2 Units/Hours
6
90
Semester 3
A
COM 231
Medical Spanish for
Healthcare Professionals
3
-
Total Session A Units/Hours
3
0
Semester 3
B
NUR 408
Introduction to Health
Promotion
3
-
Total Session B Units/Hours
3
0
Total Semester 3 Units/Hours
6
0
Semester 4
A
NUR 415
Healthcare Policy and
Aging
3
-
Total Session A Units/Hours
3
0
Semester 4
B
NUR 412
Introduction to Nursing
Leadership and
Management
3
-
Total Session B Units/Hours
3
0
Total Semester 4 Units/Hours
6
0
Semester 5
A
NUR 416
Biomedical Statistics,
Research and Evidence
Based Practice
4
-
Total Session A Units/Hours
4
0
Semester 5
B
NUR 413
Capstone
2
-
Total Session B Units/Hours
2
0
Total Semester 5 Units/Hours
6
90
Semester 6
A
NUR 417
Public, Community, and
Global Health
6
90
Total Session A Units/Hours
6
90
Total Program Units/Hours
36
90
Additional
Credit
Transfer Credit
84 units
NUR 499: Elective/Independent Study
NUR 599: Global Health Initiative (Experience)
Duration and Country Varies
1-8 units
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 199
Entry Level Master of Science in Nursing (ELM)
Program Description
This is a two-year onsite program leading to a Master’s of
Science in Nursing degree. The first year of the CDU
ELM program consists of courses that provide the
foundation for safe nursing practice while immersing
students in a variety of classroom, hospital and
community-based experiences. Cohorts are selected two
times per year during the Fall, and Spring semesters.
Courses are sequenced from simple to complex so that
students are able to build upon prior learning as they
progress through the program.
Through a series of designed learning activities, students
are able to learn how to care for patients and their families
within a supportive environment that promotes the spirit
of inquiry and application of research to nursing practice.
The second year of the program provides coursework in
nursing research, issues/theory, community health and a
final clinical immersion experience in a preceptored course
where students can further develop the professional RN
role through patient care experiences at the point of care,
delegation, prioritization of care, interdisciplinary
communication, and team management. Students are
eligible to sit for the NCLEX-RN licensing exam after
completion of the MSN program. After passing the NCLEX-
RN students continue into the upper level clinical nurse
leader graduate courses.
Military Education and Experience
The Nursing Program policy will grant credit for military
education and experiences towards nursing courses
through evaluation and/or challenge exams.
Policy and Procedure
Challenge/Advance Placement for Military-Trained
Healthcare Personnel
Individuals who have held Military Healthcare
Occupations, may achieve advanced placement (AP) into
the 1st semester of the Entry Level Master’s (ELM) Nursing
program, and be exempt from Nursing NUR 511-
Fundamentals, with documentation of education and
experience qualifying them for the specific for a Registered
Nurse occupation and upon successful completion of the
AP challenge exam, AP skills competency assessment, and
dosage calculation exam.
Policy
Applicants must meet all the application requirements of
the ELM program, including completion of the designated
prerequisites and hold a Bachelor degree Applicants must
meet all the application requirements of the ELM program,
including completion of the designated prerequisites and
hold a Bachelor degree from an accredited
college/university.
1. Applicants must pass the TEAS Exam with a
Minimum of 75% overall cumulative and
individual module score (includes module,
submodule and subsection scores 75% minimum
requirement) Applicants must successfully
complete NUR 500-Nursing Concepts.
2. Acceptance of military challenge students into the
ELM program is contingent upon space
availability.
3. Military challenge students who are unable to
meet the above AP criteria for entry into the First
Semester of the program and be exempt from
Nursing NUR 511-Fundamentals, may remediate
and repeat the AP exam and/or skill competency
assessment, and/or the dosage calculation exam.
If the student is unsuccessful after the second
attempt on any of these challenge exams, the
student need to take the NLN, Fundamentals
Challenge Exam. Upon successfully passing the
NLN, Fundamentals Challenge Exam, the student
gains priority enrollment into NUR 500-Nursing
Concepts, NUR 516-Pathophysiology and NUR
520-Physical Assessment based on space
availability. The candidate’s experience will be
evaluated so that credit for skills and/or
experience can be awarded.
Procedure
Interested candidates must request an appointment with
the Director of Student affairs at Mervyn M. Dymally
College of Nursing at least one semester prior to the
application period to discuss eligibility requirements for
the ELM program.
1. Applicants who may be eligible for advanced
placement include those individuals who have
satisfactory completed education and experience
for the following:
a. Basic Medical Technician Corpsman (Navy
HM or Air Force BMTCP)
b. Army Health Care Specialist (68W Army
Medic)
c. Air Force Independent Duty medical
Technician (IMDT 4N0X1C)
2. Applicants applying for transfer credit must
submit, the following materials verifying
education and experience to the Director of
Student Affairs at College of Nursing:
a. CDU Transfer Credit Evaluation Petition
(
http://docs.cdrewu.edu/assets/students
/files/Registrar%20Transfer%20Credit%20
Petition.pdf)
b. Transcripts from appropriate education
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 200
program(s), demonstrating satisfactory
completion of coursework and clinical
experience
c. Documentation of experience
3. After a review of the applicant’s documentation,
and upon determination that the applicant has
met the educational and experiential
requirements, as well as the additional nursing
program admission requirements, the student will
be invited to take an AP challenge exam, a skills
competency assessment, and a dosage calculation
exam.
4. Advanced placement will be granted if the
applicant meets minimum requirements and is
based on space availability.
Resources
Applicants may use the following resource to evaluate the
equivalency for transferable units:
American Council on Education. The Military Guide: About
the Guide to the Evaluation of Educational Experiences in
the Armed Services.
https://www.acenet.edu/Programs-
Services/Pages/Credit-Transcripts/military-guide-
online.aspx
Requirements for Admission
Please visit our website for further information at
https://www.cdrewu.edu/admissions/graduate-programs
.
Clinical and Program Requirements
The pre-licensure curriculum requires students to
complete all hours of clinical practice. In addition to actual
clinical hours, the student will spend additional hours
studying, preparing and completing assignments, usually
triple the amount of time spent in actual class or role
activities, depending on the time necessary to complete
assignments and meet individual objectives.
Prior to taking clinical courses, students must satisfy all
prerequisites and submit important documents for
instructor verification. Students must provide
documentation of all the requirements listed on the ELM
Clinical Requirements form.
These requirements will be uploaded upon instruction
onto the certified platform that the SON uses to track
clinical clearances for students of all levels. The following
information is required upon acceptance into the program:
• Hepatitis B series and titer, Rubella and Varicella,
Measles and Mumps or titers.
• Annual Flu vaccine.
• COVID-19 Primary Series Vaccine/s & All Boosters
• Annual PPD/2 step process or Quantiferon TB
Gold blood test (and chest x-ray if TB test is
positive).
• Health insurance, private or through the
University
• Current American Heart Association BLS
certification
• Complete physical examination
• 12 panel drug screening
All students will need to have a clear criminal background
check within a month of being accepted into the program
in order to start the program. While in the program a clear
background check is required to progress through the
program. Some agencies also require live scan
fingerprinting in addition to background checks. In
addition to the above, students may be required to
provide additional documentation as required by specific
agencies. Students must complete the clinical agency
orientation before starting a clinical rotation. Students
must complete all required clinical documentation in a
timely manner, or they will not be allowed to progress in
the cohort.
Role and Qualifications
Graduates of this track are prepared at the generalist level
to assume the CNL role at the point of care. The CNL is
responsible for the comprehensive clinical management of
individuals, families and communities across the
continuum of care in a variety of clinical settings, including
virtual environments. The CNL designs and implements the
plan of care, and is accountable for improving clinical
outcomes and care processes in a quality, cost effective
manner, as a key member of an interdisciplinary team of
healthcare professionals.
Curriculum
The Entry Level Master of Science in Nursing Track is
completed through full-time study in preceptored clinical
settings. The following course sequence is required for this
curriculum of study. A Student must follow the sequence
of the curriculum otherwise the student will be
administratively withdrawn from the courses at any time
of the semester and the student will be responsible for any
consequences. Not following the sequence policy may lead
to a dismissal from the program. Students are admitted to
this program in either the Spring or Fall semester of each
academic year as a cohort.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 201
Entry Level Nurse Program Curriculum of Study
Semester
Course
Course Name
Units
Lab/Clinical
Hrs
Year 1
Sem 1
NUR 500
Concepts of Professional
Practice
3 -
NUR 511
Fundamentals
5
90
NUR 516
Pathophysiology
3
NUR 520
Physical Assessment
3
45
Total Units/Hours
14
135
Year 1
Sem 2
NUR 510 Pharmacology 3 -
NUR 546
Caring for the Aging
Population
3 45
NUR 512
Medical Surgical
6
135
NUR 547
Informatics and Evidence
Based Practice
3 -
Total Units/Hours
15
180
Year 1
Sem 3
NUR 517
Psych/Mental Health
3
68
NUR 513 A
Nursing Care of Mother
and Infant
3 68
NUR 513 B
Nursing Care of Children
3
68
NUR 642
Cultural Diversity
3
-
NUR 639
Perspectives
3
-
Total Units/Hours
15
204
Year 2
Sem 1
NUR 618
Advanced Medical Surgical
5
135
NUR 515
Population Health; Public,
Community & Global
Health Nursing
5 90
NUR 628
Health Systems
Management & Policy
3 -
Total Units/Hours
13
225
Year 2
Sem 2
NUR 542
Preparation for Safe
Practice
3 -
NUR 619
Leadership Management
(Capstone)
5 135
NUR 627
Advanced Biostatics and
Epidemiology
3 -
NUR 621
Advanced Nursing Theory
3
-
Total Units/Hours
14
135
Year 2
Sem 3
NUR 427
Nursing Pharmacology
3
23
NUR 428
Medical Surgical Nursing I:
Essentials
5 135
NUR 430
Nursing Care for the Aging
Population
3 45
NUR 432
EBP: Informatics and
Quality Improvement
3 -
Total Units/Hours
14
203
NUR 629
Transition into
Professional Practice
7 180
NUR 635
Nursing Research
3
-
Total Units/Hours
10
135
Total Program Units/Hours
81
1059
*Degree requirements are subject to change
LVN to RN 30-Unit Option
The 30-unit option (Non-Graduate) program is a four-
semester program for the applicant with a valid California
Vocational Nurse license, who wishes to quickly meet the
requirements to take the NCLEX-RN examination as a non-
graduate.
This specialized option aims to prepare students to
become licensed as a Registered Nurse. All individuals who
select this option to be a Registered Nurse may not be
eligible for licensure in states other than California and
may have difficulty applying to a college/university for an
advanced degree (e.g. BSN, MSN). In addition, LVNs in this
option will not be able to change their status as a 30-unit
option RN with the Board of Registered Nursing after
licensure. Licensure as a Registered Nurse via the 30-unit
option has no restrictions on registered nursing practice
within California. Please note, this option does not lead to
conferral of a Master of Science in Nursing degree at
Charles R. Drew University of Medicine & Science.
We seriously encourage all applicants, including LVNs who
are interested in the Nursing Programs (i.e. 30-unit option)
to attend a Nursing Information Session during one of our
CDU Discover Days to discuss prerequisites, general
education requirements, assessment tests, and the
application/selection process. Applicants may also make
an appointment with the enrollment Department to
discuss individual situations.
The Mervyn M. Dymally College of Nursing recognize that
general education courses are not required for the LVN to
RN student, but strongly recommends that students
complete general education courses before admission to
the selected nursing program.
LVN to RN 30-Unit Courses
Course Number
Course Name
Units
MIC 223
Applied Microbiology
6
NUR 516
Pathophysiology
3
NUR 520
Physical Assessment
2
NUR 510
Pharmacology
3
NUR 512
Medical Surgical
6
NUR 517
Psych/Mental Health Nursing
5
NUR 619
Leadership Management (Capstone)
5
Total Units/Hours
30
*Students in this option will complete 2 units of the NUR520: Physical
Assessment course.
LVN to RN 30-Unit Option Admission Policies
All applicants to the LVN to RN 30-Unit Option must satisfy
the following minimum application requirements.
1. Unrestricted LVN License (must show proof of
license issued by the CA BVN)
2. Official academic transcripts from all previous
colleges and/or universities attended.
3. Completion of 9 pre-requisite courses; English,
Sociology, Psychology, Nutrition, Human Anatomy
with a lab, Human Physiology with a lab,
Microbiology with a lab, Statistics and
Speech/Communication with a grade of B or
better. (See specific qualifiers below).
4. At least 75% overall and on all sections and
subsections of the TEAS exam.
5. Proficiency in English is mandatory. All applicants
whose first language is not English must take the
Test of English as a Foreign Language (TOEFL,
http://www.toefl.org). The minimum overall score
is 84; 24 is the minimum score in the speaking
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 202
section, and 24 is the writing section minimum
score.
6. The applicant’s goals must be congruent to those
of the MMDCON, the University and the
applicant’s chosen specialty. The goal statement is
an opportunity for students to tell the admissions
committee about their career plans upon
completion of their graduate degree. Before
writing a goal statement, prospective students
should review carefully information about the
Entry Level program on CDU’s website so that
they can clearly indicate to the admissions
committee that they are a good fit with the
program
7. Three (3) recommendations are required.
Recommendations from family, friends or other
students are NOT accepted. Recommendations
should address the following areas: a.
relationships with work (paid or voluntary)
associates, b. work competence, c.
communication and interpersonal skills with
persons of diverse backgrounds, d. leadership
skills or potential, and e. values, ethical standards,
responsibility and initiative.
8. Computer proficiency is required (especially word
processing and internet/web skills).
Selected applicants will be invited to continue the
application process by participating in an in-person
interview (selected applicants will be contacted by phone
or email).
All students will need to have a clear criminal background
check within a month of being accepted into the program
in order to start the program. While in the program a clear
background check is required to progress through the
program. Some agencies also require live scan
fingerprinting in addition to background checks. In order
to do so the Social Security Number in needed.
LVN to RN 30-Unit Option Required Pre-requisites
and Qualifiers
All science prerequisites must be completed within 7 years
of initial application submission.
• English Composition (3 units)
• Sociology (3 units)
• Psychology (3 units) Qualifier – Introductory
psychology, general psychology and
developmental psychology are acceptable
• Nutrition (3 units) Qualifier – Eligible courses must
include the life-span of the human
• Human Anatomy w/ lab (4 units) Qualifier – If
anatomy and physiology are combined, a
minimum of 8 semester units will be acceptable
• Human Physiology w/ lab (4 units) Qualifier – If
anatomy and physiology are combined, a
minimum of 8 semester units will be acceptable
• Microbiology w/ lab (4 units)
• Statistics (3 units) Qualifier – Business statistics,
biostatistics, epidemiology, statistics, patients and
populations, etc. are acceptable
• Speech/Communication (3 units)* Qualifier –
Group communication, storytelling, debate,
interviewing, etc. are acceptable
All prerequisites must be completed at a regionally
accredited U.S. Institution (exceptions may be made on a
case-by-case basis).
All prerequisites must be completed with a grade of “B” or
better (a grade of “B-” or lower is not acceptable).
All coursework from non-US institutions must be
evaluated for US equivalency by an approved foreign
credential evaluation service. University approved
evaluation services are listed under International Students
section of this Catalog.
English Composition may be taken outside the U.S. in
countries whose native language is English.
Will accept Spanish for Speech/Communication.*
Master of Science in Nursing (MSN) and Post
Master’s Certificate (PMC), Family Nurse
Practitioner (FNP)
Program Description
The Family Nurse Practitioner (FNP) track prepares
advanced practice nurses to manage the care of
individuals and families across the lifespan. The MSN-FNP
track is designed for nurses holding a nursing
baccalaureate degrees and the PMC-FNP track is designed
for nurses holding a master in nursing degrees and are
interested in completing course requirements leading to a
graduate degree in nursing. Graduates of this program are
eligible to sit for the FNP national certification
examinations through the American Nurses Credentialing
Center (ANCC) to earn the FNP-BC credential, or the
American Association of Nurse Practitioners (AANP) to
earn the NP-C credential.
Please note: Admission requirements are only for
California State Board of Registered Nursing. Other State
Boards of Registered Nursing FNP certification
requirements may be different.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 203
Requirements for Admission
Please visit our website for further information at
https://www.cdrewu.edu/admissions/graduate-programs
.
Clinical and Program Requirements
The MSN program requires that students complete 645
hours of clinical practice in the FNP specialty. This is
projected to increase to 750 clinical hours. In addition to
actual clinical hours, the student will spend additional
hours studying, preparing and completing assignments,
usually triple the amount of time spent in actual class or
role activities, depending on the time necessary to
complete assignments and meet individual objectives.
Role and Qualifications
The FNP is the advanced practice nurse generalist and
graduates of this track assume responsibility for the
provision of healthcare in the areas of health promotion,
disease prevention and clinical management of primary
care conditions. The FNP develops collaborative
relationships with other healthcare providers, designs and
implements the plan of care, and is accountable for
improving clinical outcomes and care processes in quality,
cost effective manner. The emphasis of this program is on
meeting the healthcare needs of underserved populations.
Curriculum
The 51-credit FNP Master of Science in Nursing and the 39-
credit FNP Post Master’s Certificate Track, which are
completed through precepted clinical settings, provide a
flexible, executive-education format in which the
theoretical content of all courses is taught in one weekend
session per month (4 days; Saturday-Tuesday) each
semester. The remainder of each semester is taught using
both a face-to-face and web-enhanced pedagogical
approach for student/faculty collaboration, faculty
presentations, and clarification of theoretical content. All
clinical courses are offered as immersion practicum
experiences, conducted in faculty approved, in-person,
precepted clinical settings. A Student must follow the
sequence of the curriculum otherwise the student will be
administratively withdrawn from the courses at any time
of the semester and the student will be responsible for any
consequences. Not following the sequence policy may lead
to a dismissal from the program. The following course
sequence is required for this curriculum of study: Students
are admitted to this track as a cohort in the Summer,
Spring, or Fall semester.
MSN – Family Nurse Practitioner Curriculum of Study
Semester
Course
Course Name
Units
Clinical Hrs
Sem 1
NUR 610
Advanced Pharmacology
3
-
NUR 616
Advanced Pathophysiology
3
-
NUR 620
Advanced Physical
Assessment
4
45
Total Units/Hours
10
45
Sem 2
NUR 630
Primary Care of Adults &
Aged
6
180
NUR 631
Health Promotion/Disease
Prevention
3
-
NUR 621
Advanced Nursing Theory
3
-
Total Units/Hours
12
180
Sem 3
NUR 632
Primary Care of Women &
Children
6
180
NUR 628
Health Systems
Management
3
-
NUR 627
Advanced Biostatistics and
Epidemiology
3
-
NUR 642
Cultural Diversity
3
-
Total Units/Hours
15
180
Sem 4
NUR 635
Nursing Research
3
-
NUR 633
FNP Practicum
7
240
NUR 639
Perspectives
3
-
NUR 643
FNP Preparation
1
-
Total Units/Hours
14
240
Total Program Units/Hours
51
645
*Degree requirements are subject to change
Post-Master Certificate Family Nurse Practitioner Curriculum of Study
Semester
Course
Course Name
Units
Clinical Hrs
Sem 1
NUR 610
Advanced Pharmacology
3
-
NUR 616
Advanced Pathophysiology
3
-
NUR 620
Advanced Physical
Assessment
4
45
Total Units/Hours
10
45
Sem 2
NUR 630
Primary Care of Adults &
Aged
6
180
NUR 631
Health Promotion/Disease
Prevention
3
-
Total Units/Hours
9
180
Sem 3
NUR 632
Primary Care of Women &
Children
6
180
NUR 627
Advanced Biostatistics and
Epidemiology
3
-
Total Units/Hours
9
180
Sem 4
NUR 635
Nursing Research
3
-
NUR 633
FNP Practicum
7
240
NUR 643
FNP Preparation
1
-
Total Units/Hours
11
240
Total Program Units/Hours
39
645
*Degree requirements are subject to change
Post-Master Certificate – Family Nurse Practitioner
Curriculum of Study for ELM Alumni
Semester
Course
Course Name
Units
Clinical Hrs
Sem 1
NUR 610
Advanced Pharmacology
3
-
NUR 616
Advanced Pathophysiology
3
-
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 204
NUR 620
Advanced Physical
Assessment
4
45
Total Units/Hours
10
45
Sem 2
NUR 630
Primary Care of Adults &
Aged
6
180
NUR 631
Health Promotion/Disease
Prevention
3
-
Total Units/Hours
9
180
Sem 3
NUR 632
Primary Care of Women &
Children
6
180
Total Units/Hours
6
180
NUR 633
FNP Practicum
7
240
NUR 643
FNP Preparation
1
-
Total Units/Hours
8
240
Total Program Units/Hours
33
645
*Degree requirements are subject to change
Master of Science in Nursing (MSN) and Post
Master’s Certificate (PMC), Psychiatric Mental
Health Nurse Practitioner (PMHNP)
Program Description
The Psychiatric Mental Health Nurse Practitioner
(PMHNP) Track prepares advanced practice nurses to
manage the care of individuals and families across the
lifespan. The MSN-PMHNP track is designed for nurses
holding a nursing baccalaureate degrees and the PMC-
PMHNP track is designed for nurses holding a master in
nursing degrees that are interested in completing course
requirements leading to a graduate degree in nursing.
Graduates of this program are eligible to sit for the
PMHNP national certification examinations through the
American Nurses Credentialing Center (ANCC) to earn the
PMHNP-BC credential.
Requirements for Admission
Please visit our website for further information at
https://www.cdrewu.edu/admissions/graduate-programs
Clinical and Program Requirements
The MSN program requires that students complete 630
hours of clinical practice in the PMHNP specialty. In
addition to actual clinical hours, the student will spend
additional hours studying, preparing and completing
assignments, usually triple the amount of time spent in
actual class or role activities, depending on the time
necessary to complete assignments and meet individual
objectives. hours of clinical practice in the PMHNP
specialty. In addition to actual clinical hours, the student
will spend additional hours studying, preparing and
completing assignments, usually triple the amount of time
spent in actual class or role activities, depending on the
time necessary to complete assignments and meet
individual objectives. individual objectives.
Role and Qualifications
The PMHNP is the advanced practice nurse generalist and
graduates of this track assume responsibility for the
provision of healthcare in the areas of mental health
promotion, disease prevention and clinical management of
mental health conditions. The PMHNP develops
collaborative relationships with other healthcare
providers, designs and implements the plan of care, and is
accountable for improving clinical outcomes and care
processes in a quality, cost effective manner. The
emphasis of this program is on meeting the healthcare
needs of underserved populations.
Curriculum
The 59-credit PMHNP Master of Science in Nursing Track
and the 47-credit PMHNP Post Master’s Certificate Track
are completed through full-time study in preceptored
clinical settings, provide a flexible, executive-education
format in which the theoretical content of all courses is
taught in one weekend session per month each semester
(4 days, Saturday-Tuesday). The remainder of each
semester is taught using both a face-to-face and web-
enhanced pedagogical approach for student/faculty
collaboration, faculty presentations, and clarification of
theoretical content. All clinical courses are offered as
immersion practicum experiences, conducted in faculty
approved, in-person, preceptored clinical settings. A
Student must follow the sequence of the curriculum
otherwise the student will be administratively withdrawn
from the courses at any time of the semester and the
student will be responsible for any consequences. Not
following the sequence policy may lead to a dismissal from
the program. The following course sequence is required
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 205
for this curriculum of study: Students are admitted to this
track as a cohort in the Summer, Spring, or Fall semester.
MSN – Psychiatric Mental Health Practitioner Program Curriculum of Study
Semester
Course
Course Name
Units
Clinical Hrs
Sem 1
NUR 610
Advanced Pharmacology
3
-
NUR 616
Advanced Pathophysiology
3
-
NUR 620
Advanced Physical
Assessment
4
45
Total Units/Hours
10
45
Sem 2
NUR 631
Health Promotion/Disease
Prevention
3
-
NUR 641
Primary Mental Health
Care I – Adult & Aging
Adult
4
90
NUR 621
Advanced Nursing Theory
3
-
NUR 637
Advanced
Psychopharmacology
2
-
Total Units/Hours
12
90
Sem 3
NUR 627
Advanced Biostatistics and
Epidemiology
3
-
NUR 628
Health Systems
Management
3
-
NUR 644
Primary Mental Health
Care II – Child &
Adolescence
4
90
NUR 642
Cultural Diversity
3
-
Total Units/Hours
13
90
Sem 4
NUR 635
Nursing Research
3
-
NUR 639
Perspectives
3
-
NUR 638
Individual Psychotherapy –
Life Span
6
135
Total Units/Hours
12
135
Sem 5
NUR 640
Psychotherapy w/Group
and Families – Life Span
4
90
NUR 646
PMHNP Practicum – Life
Span
7
180
NUR 645
PMHNP Preparation
1
-
Total Units/Hours
12
270
Total Program Units/Hours
59
630
*Degree requirements are subject to change
Post Master’s Certificate – Psychiatric Mental Health Practitioner
Program Curriculum of Study
Semester
Course
Course Name
Units
Clinical Hrs
Sem 1
NUR 610
Advanced Pharmacology
3
-
NUR 616
Advanced Pathophysiology
3
-
NUR 620
Advanced Physical
Assessment
4
45
Total Units/Hours
10
45
Sem 2
NUR 631
Health Promotion/Disease
Prevention
3
-
NUR 641
Primary Mental Health
Care I – Adult & Aging
Adult*
4
90
NUR 637
Advanced
Psychopharmacology*
2
-
Total Units/Hours
9
90
Sem 3
NUR 627
Advanced Biostatistics and
Epidemiology
3
-
NUR 644
Primary Mental Health
Care II – Child &
Adolescence*
4
90
Total Units/Hours
7
90
Sem 4
NUR 635
Nursing Research*
3
-
NUR 638
Individual Psychotherapy –
Life Span*
6
135
Total Units/Hours
9
135
Sem 5
NUR 640
Psychotherapy w/Group
4
90
and Families – Life Span*
NUR 646
PMHNP Practicum – Life
Span*
7
180
NUR 645
PMHNP Preparation*
1
-
Total Units/Hours
12
270
Total Program Units/Hours
47
630
*Degree requirements are subject to change
*CDU-FNP alumni only courses
** The course NUR 635-Research became part of the FNP curriculum since
2015. If the student already took the course in the FNP program, it does not
need to be repeated. The students can take NUR 599- projects as an elective
course for 2 units in their second semester to be eligible for financial aid.
Doctor of Nursing (DNP) Practice Program
Program Description
The Doctor of Nursing Practice (DNP) program prepares
advanced practice nurses to manage the care of
individuals and families across the lifespan. The DNP is
designed for nurses holding Masters in Nursing degrees
with a NP or CNS who are interested in completing course
requirements leading to a doctoral degree in nursing.
Graduates of this program are eligible to be leaders in the
field of Nursing Practice and Education.
Role and Qualifications
The DNP Graduate is the advanced practice nurse
generalist and graduates of this program assume
responsibility for the provision of healthcare as leaders in
the areas of health promotion, disease prevention and
clinical management of the three levels of health
prevention, primary, secondary, and tertiary care
conditions. The DNP develops collaborative relationships
with other healthcare providers, designs and implements
the plan of care, for improving clinical outcomes and care
processes in a safe, quality, and cost-effective manner. The
emphasis of this program is becoming a leader in
healthcare to serve underserved and under resourced
populations.
Requirements for Admission
Please visit our website for further information at
https://www.cdrewu.edu/admissions/graduate-programs
.
Curriculum
The 40-credit program, which is completed through
precepted clinical settings, provides a flexible, executive-
education format in which the theoretical content of each
course is taught in a one-weekend session, totaling three-
weekend sessions per course. Each weekend session is
online (3 hours synchronous followed by 12 hours
asynchronous). Students are required to be on campus,
during the first-weekend session of the program
(Immersion Weekend) and the last weekend session of the
program (DNP Project presentations). A detailed schedule
will be provided for the on-campus sessions. The didactic
portion will be taught using both face-to-face and web-
enhanced pedagogical approaches for student/faculty
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 206
collaboration, faculty presentations, and clarification of
theoretical content. All clinical courses are offered as
immersion practicum experiences, conducted in
faculty-approved, in-person, precepted clinical settings.
Students are admitted to this program as a cohort in
Spring and Fall.
Clinical and Program Requirements
The following course sequence is required for this
curriculum of study. Students complete the required
clinical hours (540) and culminating DNP project through
active clinical practice. All clinical courses are immersion
practicums conducted in faculty approved preceptor-
supervised clinical settings.
The DNP program entails 540 hours of clinical practicum,
500 of which must occur as clinical practice required hours
while engaged in direct patient care and direct healthcare
system activities; the extra 40 hours are for intermittent
indirect clinical practice hours devoted to administration
of the DNP project.
Student work on the culminating DNP-739 Project begins
in the first term of instruction, and proceeds through a
scaffold of courses and signature assignments designed to
maintain focus on DNP project formulation and
implementation. As detailed in roadmap and tracking
materials, DNP students navigate a systematic approach to
culminating project completion, by leveraging course-
specific assignments along the pathway. Each course has a
major touchpoint with a DNP project deliverable, and the
program requires students to maintain a practicum journal
that logs specific clinical activity related to the project.
Each line item must also cite the relevant element from
the essentials of the American Association of Colleges of
Nursing (AACN). Appending the AACN essentials verbatim
to the clinical log reinforces the importance of the degree
and degree recipient within the nursing profession.
Executive style didactics occur roughly every other month,
as cohort-based instruction can be on-
campus/synchronous or asynchronous. Students convene
DNP project committees prior to the second semester
when clinical hours begin, with a designated chair, second
faculty mentor, and clinical preceptor. The second
member tracks student paperwork and shares formative
feedback within one week of submission. The school uses
the LMS repository system, LMS records attest to didactic
participation, while clinical logs attest to practicum hours;
with a dedicated committee deeply familiar with student
work across the curriculum, there is an assurance of
maintaining academic integrity.
Graduate student cohorts complete the DNP curriculum in
five terms, with integrative focus from start to finish on
the culminating project. In addition to regular nursing
faculty mechanisms for assessment of student, faculty,
and program outcomes (see next element on program
review), the short duration of the program dictates strong
formative assessment via direct communication of
students with their instructional faculty and project
committee. All didactic coursework and clinical activity in
support of the DNP project must align with AACN
essentials and be assessed accordingly. The eight
essentials for doctoral education in advanced nursing
practice are foundational outcome competencies deemed
essential for all graduates of a DNP program regardless of
specialty or functional focus.
In addition to alignment of signature assignments based in
didactic courses, the DNP project entails a practicum
journal for logging the required 500 direct clinical hours of
clinical activity with the approved preceptor in the
Healthcare System clinical setting. For each of the three
clinical courses (DNP 711, 728, 735) there is a specific
practicum goal and set of corresponding objectives pre-
planned by the doctoral student with the DNP Project
Team including the preceptor. The journal entries
annotate how particular activities assisted the student in
meeting course and practicum-specific goal and objectives.
The combination of signature assignments and practicum
activity outcomes provide the primary material for DNP
project team advising, leading to the last semester and
course (DNP 739) where students finalize and present
their culminating project in the format of a defense with
their respective project committees and community of
interest.
The rubric guidelines provide clear expectations from the
start of the program about how faculty evaluate projects.
The ongoing evaluation process starts with the clinical
problem specified in the first semester, proceeds through
signature assignments adapted to the problem statement
with elaboration of concepts and operational definitions,
to implementation and evaluation of the quality
improvement project in clinical settings.
Specifically, to MMDCON, assessment data pertaining to
didactic instruction (e.g., rubric scores on assignments) is
recorded in the university LMS (Blackboard), while data for
the purposes of clinical instruction is stored in Blackboard,
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 207
that can be accessed by students, faculty, and program
leadership. Students enter their clinical practice plans,
objectives, and goals every day they have direct clinical
hours in an approved healthcare system site appropriate
for a DNP quality improvement project.
The student and preceptor (3rd DNP Project team
member) are responsible to review and clinical log. The
preceptor signs attendance logs at the site, on every day
of student contact, and faculty comments on clinical
evaluation data logged into the Blackboard; if the
committee and DNP student determine that the student is
not meeting original plans, objectives, or goals, a new or
supplemental learning contract will be developed in
collaboration with the student.
Doctor of Nursing Practice Plan of Study
Session
Course
Course Name
Units
Didactic/Clinical
Clinical
Hrs
Year 1
Sem 1
DNP 701
Doctor of Nursing
Practice Roles and
Theory Development
3/0
-
DNP 703
Information Systems for
Quality Improvement
Plan of Patient Care
3/0
-
DNP 705
Health Care Organization
and Systems Leadership
3/0
-
Total Units/Hours
9/0
0
Year 1
Sem 2
DNP 713
Data Analysis for
Evidence Based Practice I
3/0
-
DNP 715
Health Care
Organizational and
Systems Financial
Management
3/0
-
DNP 725
Interprofessional
Research and Practice
3/0
-
Total Units/Hours
9
0
Year 1
Sem 3
DNP 721
Data Analysis for
Evidence Based Practice
II
3/0
-
DNP 711
Quality Improvement
and Management for
Research and Practice
0/4
180
DNP 731
Health Care Policy
Analysis and Advocacy
3/0
-
Total Units/Hours
6/4
180
Year 2
Sem 1
DNP 728
Seminar in Evidence-
Based Quality
Improvement for
Scholarship and Practice
0/6
270
Total Units/Hours
0/6
270
Year 2
Sem 2
DNP 735
Clinical Preventions and
Interventions for
Population Health
1/2
90
DNP 739
DNP Project Residency
3/0
-
Total Units/Hours
4/2
90
Total Program Units/Hours
28/12
540
Policies
Attendance
Students must comply with the attendance policy of the
University and those provided in each syllabus. Attendance
in all nursing courses is conducive to the learning
experience of each student. The learning that results from
the interaction and sharing with other students is an
important and integrative aspect of the learning process.
Therefore, attendance at all classes is expected. MMDCON
policy states that attendance is required for at least 90% of
all clinical and theory courses; if attendance falls below
90%, the course grade may be lowered one course grade
for every class session missed or the student may need to
repeat the course. All absent sessions need to be made up
to reach100% of class & clinical time. It is expected that
students will arrive on time for class. Absence from clinical
for more than one session must be made up and could
result in clinical failure, thus a failure in the class.
All clinical absences are required to be made up in the
Clinical Setting or via simulation at faculty and
administration decision. Excessive absence from clinical
sessions may result in the inability to meet course
objectives and failure of the course. Absenteeism from a
clinical day that is due to unavoidable and serious reason
is acceptable. In such circumstances, the student must
advise his/her instructor immediately and make
arrangements to complete course requirements. Absences
must be reported to the instructor prior to the scheduled
class time.
Students are responsible for making up any skills lab and
clinical lab hours before the next scheduled skills lab or
clinical rotation. If the time missed is longer than three
weeks (for example, 10% of the required clinical
experience), the student will be required to repeat the
course. Students who must repeat a course will not be
allowed to progress with the cohort.
Promotion
To pass a course, students must obtain a cumulative grade
of 80% (B) as a graduate student. As in all clinical nursing
courses, a grade point average of “B” or better is required
to progress in the program. Students must pass the
assigned “pass/fail” components of the course and must
complete all clinical hours. For undergraduate courses,
students must obtain a cumulative grade of 75% (C).
Clinical rotation and supporting theory components are
offered as 15- week sessions. The clinical and theory
components of a course must be passed independently of
one another to progress to the next course.
Students who are failing clinical component, but are
receiving a passing grade in the theory component of a
course, will receive an “F” for the entire course. Students
can only fail one course in the program. A student who
fails more than once in nursing courses (Theory and/or
clinical component) may not continue in the nursing
program.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 208
Retention
A graduate student is subject to academic probation if a
cumulative GPA of at least 3.0 (B) is not maintained. An
undergraduate student is subject to academic probation if
a cumulative GPA of at least 2.5 (C). A listing of students
subject to probation will be reviewed each semester by
the MMDCON. The MMDCON will, disqualify a graduate
student who is on academic probation if the student does
not, or cannot, raise the study plan course work
cumulative GPA to 3.0 or 2.5 depending on program by the
completion of the second regular semester following the
session in which the cumulative GPA failed to meet the
minimum 3.0 or 2.5 standard per program requirements. A
student who has been dismissed from a graduate degree
program may apply for readmission to that program or any
other after one calendar year following dismissed.
A new study plan must be filed for any student who wishes
to use previous course work and must have it approved by
the MMDCON. A Dismissal will remove a student and
prevent further enrollment in the University.
Students experiencing academic difficulty will enter into a
Success Contract with their faculty to identify problem
areas and develop a strategy to achieve academic/course
requirements.
Any MMDCON student may be placed on probation, or
may be dismissed, for reasons other than cumulative GPA.
These reasons include repeated withdrawal, failure to
progress toward an educational objective, non-compliance
with an academic requirement, and inappropriate
behavior as defined in the Student Bill of Rights and
Responsibilities, and in the Academic Dishonesty sections
of the University Catalog.
Students on probation must meet with their advisor and
program director to discuss strategies to achieve and
maintain a “B” average for graduate students and “C+”
average for undergraduate students.
Repeated Course Policy
Students may repeat only one course in which a
substandard grade of less than a B for graduate students is
earned, or in which a substandard grade of less than a C+
for undergraduate students is earned. All attempted
courses and earned grades at Charles R. Drew University
School of Medicine and Science will appear on the
students’ permanent academic record. Only when a course
is repeated for a second time that the grade from the
second attempt will be used to replace the original one in
the overall GPA calculation.
Transfer Credits and Challenge
Undergraduate students in the RN-BSN program may be
able to transfer a maximum of 84 units in meeting the
requirements for the BSN degree. There is no time
restriction on any transferred credits. The use of transfer
credits on the student’s study plan can fulfills the 120-
minimum-credit requirement for Bachelor of Science
degree completion. Only units with a B grade or better will
be transferable.
Currently, students are allotted the credits for the
following areas:
• Pre-Licensure Nursing Courses: 30 Units
• Written and Oral Communication and Critical
Thinking: 9 Units
• Physical Universal and Mathematical Concepts: 11
Units
• Arts and Humanities: 9 Units
• Social and Behavioral Sciences: 9 Units
• Additional transferable elective courses: 16 units
Upon admission to the program, students will be notified
of the number of units accepted toward the BSN degree.
The student will also receive formal documentation of any
above areas that are not met after review of transfer
credit. The RN-BSN student must complete additional
coursework to fulfill the required areas prior to graduation
of the program. Students should provide a description of
the course to the RN-BSN department to ensure that it will
fulfill any outstanding areas. For more information, please
the Transfer Credit section in the CDU catalog.
Graduate students may be able to transfer a maximum of
12 units in meeting the requirements for the MSN and
Post Master’s Certificate programs. The use of transfer
credits on the student’s study plan is subject to the
following criteria.
Policy on Transfer Units and Challenge Examination
Graduate students may be able to transfer a limited
number of course units (12 units) in meeting the
requirements of the program. The use of transfer credits
on the student’s study plan is subject to the following
criteria.
Each course:
• must have been taken at a regional or nationally
accredited college or university;
• be acceptable for credit toward a graduate degree
at the institution where the course was taken;
• have been completed with a grade of B or better;
• not have been used in meeting the requirements
for another earned degree;
• the student must have left the previous school in
good academic standing, and;
• have been completed within the student’s seven-
year time limit.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 209
The Challenge Exam Procedure for MMDCON is as follows:
MMDCON faculty and/or advisors are responsible for
explaining and following the following procedure listed
below:
1. The student is directed to speak with the course
Faculty of Record (FOR) at least one month prior
to the beginning of the class. The FOR will clarify
the specific requirements and process for
challenging an ELM course.
2. The FOR determines whether the student has
adequate knowledge and preparation of the
subject matter to challenge the course. Prior
course work must be part of preparation for
nursing or another health profession (e.g.,
dentistry, psychology, pharmacy, medicine,
physical therapy).
3. If the student is determined to be eligible to
challenge the course, the student and faculty
member agree on a date and time for the
examination. The schedule must allow adequate
time for course enrollment if the student is not
successful in the challenge.
4. The student obtains the form, “SON Petition for
Credit by Examination” from the College of
Nursing. The student completes the “Student”
section and the FOR completes the “Instructor”
section of the form.
5. Faculty provides the student with the following
documents as preparation for the examination:
a. Course outline
b. Detailed course objectives
c. Bibliography and textbook list
d. Style and format of the examination
6. The examination for credit shall be designed for
the purpose of evaluating knowledge and/or
clinical skills necessary to meet course objectives.
7. Once the examination is completed and graded,
the student is informed of the grade. If the grade
earned is passing, the student can then decide
whether they wish to take the class or accept the
exam grade as their final grade for the course.
Students who fail the challenge exam are required
to take the course.
8. If the student successfully passes the exam, the
FOR notifies the MMDCON Office of Student
Affairs (OSA). The student brings the form to OSA
for completion of the form.
9. The student then brings the completed form to
the Registrar’s Office and pays the required fee.
10. Students who successfully challenged the course
must include the course on the study list.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 210
MMDCON Faculty
Full Time Faculty
Atallah Dillard, MSN, RN
INSTRUCTOR
Maria Gaytan, MSN, RN, PHN, ACUE-ACE
INSTRUCTOR
Maria Recanita C. Jhocson, MSN, NP-C, RN, LNC
PROFESSOR
Judy McKelvy, PhD, MSN, RN
ASSISTANT PROFESSOR
James Royster, MSN, APRN, FNP-C, RN
INSTRUCTOR
Shaleta Royster, MSN, RN
INSTRUCTOR
Hafifa Siddiq (Shabaik), PhD, MSN, RN
ASSISTANT PROFESSOR
Kenya Smith, DNP, APRN, PMHNP-BC
ASSISTANT PROFESSOR
Anne Wicks MSN, BSN, BA, RN
INSTRUCTOR
Intercollegiate Faculty
Victor Chaban, PhD, MSCR
PROFESSOR
Vanessa Kibe, MSN, RN
INSTRUCTOR
Magda Shaheen, MD, PhD, MS, MPH, FACE
DIRECTOR, AXIS RESEARCH DESIGN AND BIOSTATISTICS Core
ASSOCIATE PROFESSOR
Peter Tom, Pharm D
ASSISTANT PROFESSOR
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 211
MMDCON Administration
Ricardo Carranza, BA
SIMULATION TECHNICIAN
Georgia Delgado, BS
FAMILY NURSE PRACTITIONER PROGRAM COORDINATOR
Angelique Dodd, BA
CLINICAL COORDINATOR
Jesus Garcia, BA
PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER PROGRAM COORDINATOR
Nevine Milad, BA
STUDENT AFFAIRS COORDINATOR
Adrienne Milbourne-Thompson, MS
DOCTOR OF NURSING PRACTICE PROGRAM COORDINATOR
Arnold Vasquez, BA
ENTRY-LEVEL MASTER’S IN NURSING PROGRAM COORDINATOR
Phoenix Williamson, BA
RN-BSN PROGRAM COORDINATOR
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 212
Nursing Course List
Course # Name
Units
Clinical
Hrs.
NUR 401
Nursing Informatics,
Communication and Technologies
2 Units
NUR 402
Trends and Issues in Professional
Nursing
3 Units
NUR 408 Introduction to Health Promotion
3 Units
NUR 409
Legal and Ethical Decision-Making
in Nursing
3 Units
NUR 412
Introduction to Nursing
Leadership and Management
3 Units
NUR 413 Capstone
2 Units
NUR 415 Healthcare Policy and Aging
3 Units
NUR 416
Biomedical Statistics Research
and Evidence-Based Practice
4 Units
NUR 417
Public, Community and Global
Health Nursing
6 Units
90
NUR 420
Essential Concepts for
Professional Nursing
3 units
NUR 421
Nursing Fundamentals
5 units
90
NUR 424
Physical Assessment in Nursing
Practice
3 units
45
NUR 426
Essential Pathophysiology
3 units
NUR 427
Nursing Pharmacology
3 units
23
NUR 428
Medical Surgical Nursing I:
Essentials
5 units
135
NUR 430
Nursing Care for the Aging
Population
3 units
45
NUR 432
EBP: Informatics and Quality
Improvement
3 units
NUR 435
Psychiatric/Mental Health
Nursing
3 units
68
NUR 436A
Essential Care of Mother & Infant
3 units
68
NUR 436B
Essential Care of Children
3 units
68
NUR 450
Medical-Surgical II: Entry into
Nursing Practice
5 units
135
NUR 452
Transformational Leadership in
Nursing Practice
5 units
135
NUR 460
Clinical Decision Making for Safe
Practice
3 units
NUR 499
Independent Study
1-8 units
NUR 500 Concepts of Professional Nursing
3 Units
NUR 510 Pharmacology
3 Units
NUR 511 Fundamentals
5 Units
90
NUR 512 Medical Surgical Nursing
5 Units
135
NUR 513 A
Nursing Care of Mother and
Infant
3 Units
68
NUR 513 B Nursing Care of Children
3 Units
68
NUR 515
Population Health; Public,
Community, & Global Health
Nursing
5 Units
90
NUR 516 Pathophysiology
3 Units
NUR 517 Psychiatric Mental Health
3 Units
68
NUR 520 Physical Assessment
3 Units
45
NUR 542 Preparation for Safe Practice
3 Units
NUR 546 Caring for Aging Population
3 Units
45
NUR 547
Informatics and Evidenced Based
Practice
3 Units
NUR 599
Independent Study; Global Health
Initiative
1-8 Unit
NUR 610 Advanced Pharmacology
3 Units
NUR 616 Advanced Pathophysiology
3 Units
NUR 618 Advanced Medical Surgical
5 Units
135
NUR 619
Leadership Management
(Capstone)
5 Units
135
NUR 620 Advanced Physical Assessment
4 Units
45
NUR 621 Advanced Nursing Theory
3 Units
NUR 627
Advanced Epidemiology and
Biostatistics for Nursing
3 Units
NUR 628
Health Systems Management &
Policy
3 Units
NUR 629
Transition into Professional
Practice
7 Units
180
NUR 630 Primary Care of Adults and Aged
6 Units
180
NUR 631
Health Promotion Disease
Prevention
3 Units
NUR 632
Primary Care of Women and
Children
6 Units
180
NUR 633 FNP Practicum
7 Units
240
NUR 635 Nursing Research
3 Units
NUR 637 Advanced Psychopharmacology
2 Units
NUR 638 Individual Psychotherapy Lifespan
6 Units
135
NUR 639 Perspectives
3 Units
NUR 640
Psychotherapy w/Group and
Families- Lifespan
4 Units
90
NUR 641
Primary/Mental Health Care I
Adult & Aging Adult
4 Units
90
NUR 642 Cultural Diversity
3 Units
NUR 643 FNP Preparation
1 Units
NUR 644
Primary/Mental Health Care II-
Child & Adolescent
4 Units
90
NUR 645 PMHNP Preparation
1 Units
NUR 646 PMHNP Practicum Lifespan
7 Units
180
NUR 701
Doctor of Nursing Practice Roles
and Theory Development
3 Units
NUR 703
Information Systems for Quality
Improvement of Patient Care
3 Units
NUR 705
Health Care Organizational and
Systems Leadership
3 Units
NUR 711
Quality Improvement and
Management for Research and
Practice
4 Units
NUR 713
Data Analysis for Evidence Based
Practice I
3 Units
NUR 715
Health Care Organizational and
Systems and Financial
Management
3 Units
180
NUR 721
Data Analysis for Evidence Based
Practice II
3 Units
NUR 725
Interprofessional Practice
and Research
3 Units
NUR 727
Quality Improvement Practicum
for Research and Practice
4 Units
180
NUR 731
Health Care Policy Analysis and
Advocacy
3 Units
NUR 735
Clinical Prevention and
Interventions for Population
Health
3 Units
90
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 213
NUR 737
Quality Improvement for
Translational Research and
Practice
2 Units
90
NUR 739 DNP project Capstone
3 Units
Course Descriptions
DNP 701-Doctor of Nursing Practice Roles and
Theory Development
Students explore the competencies and clinical
scholarship agendas of nurses prepared with a Doctor of
Nursing Practice degree. They compare theoretical and
empirical sources of knowledge and
examine characteristics of evidence-based clinical practice.
Students identify clinical problems in the workplace,
examine related literature, and propose topical areas for
evidence-based doctoral projects. Conceptual definitions,
concept analysis, theory-guided research, and evidence-
based quality improvement initiatives are examined. The
fit of conceptual models and theories to clinical topics is
analyzed using selected exemplars.
DNP admission, Co-requisites: DNP 703, DNP 705
Units: 3
DNP 703 Information Systems for Quality
Improvement of Patient Care
Students examine software programs used by health care
organizations to depict baseline and ongoing effects of
quality improvement and safety initiatives on
outcomes for patient populations and employees. They
investigate quality improvement and high reliability
programs linked to improved patient care outcomes in
community agencies and health care institutions.
Students gain increased literacy with technological
systems used in quality improvement processes.
DNP admission, Co-requisites: DNP 701, DNP 705
Credit Units: 3
DNP 705- Health Care Organizational and Systems
Leadership
In this course students examine the culture, climate, and
goals of complex health care systems from the
perspectives of leadership, patient safety, and quality
improvement theories. They link adverse events and nurse
sensitive outcomes with patient safety and quality
improvement strategies. Students explore shared
governance principles, nursing engagement, and
relationship building as collaborating members of clinical
and nonclinical health care teams.
DNP admission, Co-requisites: DNP701, DNP703
Credit Units: 3
DNP 711-Quality Improvement and Management for
Research and Practice
The focus of this course is the initial plan and development
of the DNP Clinical Project in the healthcare setting. The 40
indirect clinical hours are the planning of onsite direct 140
clinical of the 180 hours for this semester and for the DNP
program. The signature assignment is the plan for the DNP
project with implementation of clinical practice hours. The
clinical project decision-making skills will be identified as
needed by the primary care provider in the delivery of
comprehensive health care, including health promotion,
health maintenance, and the diagnosis, treatment and
follow-up care of common acute and chronic illnesses. The
supervised practicum in a healthcare setting will be the
student meeting with the preceptor focused on the DNP
Clinical Project for all 140 direct clinical hours. During the
pre-planning, it will be determined if supplemental
meetings and preceptors will occur during these hours,
e.g., infectious disease specialists, ethicists, nutritionists,
etc.
DNP admission, DNP 701, DNP 703, DNP 705; Co-
requisites: DNP 713, DNP 715
Credit Units: 4CUs Clinical
DNP 713 Data Analysis for Evidence Based Practice I
This course compares research designs and statistical and
textual analysis methods used in evidence-based nursing,
interprofessional practice, and health care. Published
research quantitative and qualitative studies and quality
improvement projects on interprofessional clinical
problems are critiqued. Students perform frequently used
statistical analysis techniques using
IBM®SPSS Software and textual data analysis based
on Microsoft Word-based approaches. They interpret
findings from statistical and textual data analysis methods.
DNP admission, DNP 701, DNP 703, DNP 705; Co-
requisites: DNP 711, DNP 715
Credit Units: 3
DNP 715 Health Care Organizational and Systems
and Financial Management
Students examine the organizational structures of the U.S.
health care system and the costs of hospital, long-term,
and ambulatory care services for diverse populations. They
differentiate among funding sources and budgetary
allocations by federal, state, and local governmental
organizations and other payers of health care services.
Students compare expenditures for high volume, high risk,
high-cost clinical problems. They differentiate among
various role functions of nurses employed by health care
organizations using an interprofessional lens and
considering cost containment strategies.
DNP admission, DNP 701, DNP 703, DNP 705; Co-
requisites: DNP 711, DNP 713
180 Clinical Hours
Credit Units: 3
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 214
DNP 721- Data Analysis for Evidence Based Practice
II
Students implement Doctor of Nursing Practice projects by
carrying out data analysis plans. They apply techniques of
quantitative and qualitative analysis on statistical and
textual data required by project designs. Together with
project team members, they monitor the progress of
project phases and evaluate the execution of project
plans. Students plan dissemination of project outcomes
and determine project sustainability.
DNP admission, DNP 701, DNP 703, DNP 705, DNP 711,
DNP 713, DNP 715: Co-requisites: DNP 725, DNP727
Credit Units: 3
DNP 725-Interprofessional Practice and Research
Students compare differences in role functions among
members of the health care team and determine their
contributions to patient-centered care, safety outcomes,
quality care, and caring and healing work environments.
They examine evidence-based decision making from the
perspectives of patient-centric values and preferences and
team competencies. Students explore team-building and
conflict resolution strategies and evaluate team members
commitment to and participation in DNP and
administrative projects as they are translated and
implemented in practice settings.
DNP admission, DNP701, DNP703, DNP705, DNP711,
DNP713, DNP715; Co-requisites: DNP721, DNP727
Credit Units: 3
DNP 731- Health Care Policy Analysis and Advocacy
Students examine the integration of ethical, legal, and
health policy issues in contemporary nursing. The major
ethical principles, several ethical theories and conceptual
frameworks as well as ethical decision-making models are
reviewed. The ANA Code of Ethics with Interpretive
Statements is analyzed in relation to individual practice
settings and the nursing profession. Students utilize
debate methodology to resolve common ethical dilemmas
in nursing. Legal implications related to providing nursing
care, particularly examples of malpractice, how a bill
becomes a law, and the legislative process are discussed.
Students develop a position paper on a relevant health
policy issue including integration of relevant ethical, legal,
legislative, and economic implications. This course focuses
on how issues and trends in health policy, economics and
ethics are linked to the U.S. health care delivery system
and other international health care systems. The role of
the advanced practice nurse in developing a professional
ethical framework, understanding the economic
implications of health care and in shaping and formulating
health policy will be stressed with a focus on application of
course concepts for the advanced practice nurse. Relevant
evidenced-based research in health policy, economics and
ethics will be analyzed. DNP admission, DNP701, DNP 703,
DNP 705, DNP 711, DNP 713, DNP 715, DNP 721, DNP
723, DNP 725: Co-requisites: DNP 735, DNP 737, DNP 739
Credit Units: 3
DNP 735-Clinical Prevention and Interventions for
Population Health
The focus of this course is a didactic portion of the
Preventions and Interventions for Population Health. This
course continues with the plan of the DNP Clinical Project
in the healthcare setting. The additional onsite direct 90
clinical hours are carried out during this semester and as
part of the 500 direct clinical hours for the DNP
program. The signature assignment is to critique an
evidence-based intervention for population health for the
DNP project with implementation of 90 direct clinical
practice hours. The clinical project decision-making skills
will continue to be identified as needed by the primary
care provider in the delivery of comprehensive health
care, including health promotion, health maintenance, and
the diagnosis, treatment and follow-up care of common
acute and chronic illnesses. The supervised practicum in a
healthcare setting will be the student meeting with the
preceptor focused on the DNP Clinical Project for these 90
direct clinical hours. During pre-planning, it will be
determined if supplemental meetings and preceptors will
occur during these hours, e.g., infectious disease
specialists, ethicists, nutritionists, etc
DNP admission, DNP 701, DNP 703, DNP 705, DNP 711,
DNP713, DNP 715, DNP 721, DNP 723, DNP 725:Co-
requisites: DNP 731, DNP 737, DNP 739
90 Clinical Hours
Credit Units: 1CU Didactic 2CUs Clinical
DNP 737- Quality Improvement for Translational
Research and Practice
The focus of this course continues with the plan of the
DNP Clinical Project in the healthcare setting. These
additional onsite direct 90 clinical hours are carried out
during this semester and as the completion of the 500
direct clinical hours for the DNP program. The signature
assignment is to complete the draft of the final DNP
Project paper. The clinical project decision-making skills
will continue to be identified as needed by the primary
care provider in the delivery of comprehensive health
care, including health promotion, health maintenance, and
the diagnosis, treatment and follow-up care of common
acute and chronic illnesses. The supervised practicum in a
healthcare setting will be the student meeting with the
preceptor focused on the DNP Clinical Project for the
completion of these 90 direct clinical hours to complete
the 500 direct clinical hours for the program. During pre-
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University Catalog | 2023 - 2024
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planning, it will be determined if supplemental meetings
and preceptors will occur during these hours, e.g.,
infectious disease specialists, ethicists, nutritionists, etc.
DNP admission, DNP701, DNP703, DNP705,
DNP711,DNP713, DNP715, DNP721,DNP723, DNP725; Co-
requisites: DNP731, DNP735, DNP739
90 Clinical Hours
Credit Units: 3 Clinical
DNP 739-DNP Project Residency
In this course, students complete a unique, evidence-
based DNP Project on a challenging clinical
problem developed through a collaborative process with a
health care institution or with a community setting or
agency. Students are immersed in a practicum experience
in which the DNP project is implemented. The DNP
Project, aimed at prevention interventions for
positive outcomes and promoting the health of
populations and stakeholders, is achieved through
partnerships with clinical and academic experts and
consumers of health care services to
accomplish project goals and to disseminate the final
product.
DNP admission, DNP701, DNP703, DNP705, DNP711,
DNP713, DNP715, DNP721, DNP723, DNP725: Co-
requisites: DNP731, DNP735l, DNP737
Credit Units: 3
NUR 401- Nursing Informatics, Communication and
Technologies
This course provides an overview of the management of
information through application of computer
information, and nursing science concepts. It focuses on
how nurses integrate and apply information technology
within clinical practice, administration, education, and
research settings to improve communication and the
delivery of healthcare.
Units: 2
NUR 402- Trends and Issues in Professional Nursing
This course explores and analyzes basic trends and issues
that affect and impact the practice of professional
nursing. The course will explore the role of the
professional nurse in various clinical and healthcare
environments. This course will also explore how
education, socio-economic, legal, ethical and political
variables could affect professional nursing and
healthcare. This is a foundational course that presents a
broad overview of major content areas within the RN-
BSN curriculum,, thus preparing students for future in-
depth exploration of those concepts such as healthcare
policy, legal and ethical issues in nursing, cultural and
global issues affecting nursing practice and informatics.
Units: 3
NUR 403- Culture, Spirituality and Health
This course explores the relationship between various
components of culture, spirituality and the dynamics of
health and illness. This course will examine the effects of
cultural and lifestyle differences on national and
international health status indicators. Discussions will
engage cultural, social, economic, ethnic, and spiritual
perspectives on healthy behaviors, disease, coping, and
healing, as well as their effects on rates of infectious and
chronic diseases. There will be an examination of how
inequalities and conflicts stemming from differences
influence health outcomes for various populations.
Units: 3
NUR 408- Introduction to Health Promotion
This course provides an introduction to the basic
concepts of statistics that aims to help students follow
statistical reasoning in their fields of study and develop a
basic understanding of the statistics and interpret
quantitative data. Students will understand the statistical
concepts, terminology, and procedures used in the
statistical analysis of data in nursing and healthcare.
Principles of measurement, data summarization,
probability distributions, and hypothesis testing are
examined.
Units: 3
NUR 409- Legal and Ethical Decision Making in Nursing
The purpose of this course is to examine legal issues and
ethical dilemmas in nursing practice. This course focuses
on the nursing legal environment, liability in nursing
practice, documentation, workplace employment and
ethics. This course will also cover the practicing nurses’
legal and ethical rights, responsibilities, and obligations in
a changing health environment. Consequences of ethical
misconduct and legal malpractice are explored. Emphasis
is on ethical decision making processes and recognition of
negligent practices. Focus is on case analysis of legal and
ethical issues.
Units: 3
NUR 412- Intro to Nursing Leadership and Management
This course explores concepts of leadership and
management through an examination of various
leadership/management theories, organizational and
resource management styles, meeting consumer needs
and delegation of nursing care. The course will emphasize
the use of critical thinking in the leadership/management
role.
Units: 3
NUR 413- Capstone
Capstone project course is an integration of knowledge
and skills acquired during the program into one project.
The capstone project is the student’s scholarly activity
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University Catalog | 2023 - 2024
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that could be either a project or a paper. The objective of
this course is to provide foundations to students to
integrate knowledge, theory and skills and core
competencies (critical thinking, communication,
assessment, and technical skills) to develop and complete
a nursing research project.
Units: 2
NUR 415 - Healthcare Policy and Aging
This course presents and introduction to health policy,
finance, legislative and regulatory processes. This course
explores the various ways in which the government plays
a role in health and in the provision of healthcare. Health
policies can have a profound effect on quality of life of
individuals globally. Accessibility, cost, quality of
healthcare; safety of food, water, environment; and the
right to make decisions about health. These issues are
vitally tied to health policies. Students will develop a
basic understanding of the aging process and matters
related to the healthcare of older adults. This course
provides students with a general background in aging and
the challenges and strengths of older persons. Its content
is relevant to students who plan to work with older
persons, to researchers in fields related to aging and to
students who want to better understand their own aging
or that of their relatives or friends.
Units: 3
NUR 416- Biomedical Statistics Research and Evidence-
Based Practice
This course provides an introduction to the basic concepts
of statistics that aims to help students follow statistical
reasoning in their fields of study and develop a basic
understanding of the statistics and interpret quantitative
data. Students will understand the statistical concepts,
terminology, and procedures used in the statistical analysis
of data in nursing and healthcare. Principles of
measurement, data summarization, probability
distributions, and hypothesis testing are examined.
This course is designed to help the students develop a
basic understanding of nursing research, nursing theory,
and evidence-based practice. Students will understand
and develop the skills needed to identify and critically
appraise scientific evidence to evaluate the quality and
applicability to clinical practice.
The course content includes an overview of research
concepts, ethical issues, literature searches and reviews,
quantitative and qualitative research methods and
designs, data collection, analysis and interpretation
techniques. Students gain an understanding of the
research process and the role of research in evidence-
based practice. Students develop a knowledge base
needed to identify and format a researchable question or
problem.
Units: 4
NUR 417- Public, Community and Global Health Nursing
The Introduction to Community Health Nursing course is
designed to facilitate the conceptualizing of family,
population groups, and community as units of care. The
course focuses on risk reduction, health maintenance, and
promotion of high level wellness to individuals, families,
and groups of all ages throughout the health continuum in
community settings. The student is provided the clinical
opportunities to assess the health needs of selected
families in the community with selected health promotion
and health maintenance needs. Variables such as culture
and environment, which influence health behaviors of
families and the community, are considered in providing
nursing care. Students will learn to integrate the concepts
of community assessment, risk reduction, case
management, resource coordination and assessment,
control and prevention of communicable diseases,
prevention, outreach screening, and neglect of children,
elders and spouses. This course prepares students for
eligibility for the California Public Health Certificate.
Students will get an overview of the determinants of health
and how health status is measured globally. Students will
also review the burden of disease, who is most affected by
different disease burdens, risk factors, and key measures to
address the burden of disease in cost-effective ways
nationally and internationally. Special attention will be paid
throughout the course to global health systems issues. The
course will cover key concepts and frameworks in global
health. The course will be global in coverage but with a
focus on a comparison of United States healthcare with
other countries, the health of the poor, equity, and
inequality. Particular attention will be paid throughout the
course to the linkages between health and development.
90 clinical hours
* Students enrolled in the RN-BSN track must be licensed
as a Registered Nurse to take this course.
Units: 6
NUR 420 – Essential Concepts for Professional Nursing
This course provides an overview of the major concepts
in the discipline of nursing, including professional roles
and responsibilities within the healthcare environment.
This course will also address interpersonal
communication, cultural values, and evidence- based
practice. Emphasis will center on the MMDCON
conceptual framework, the Neuman Systems Model, and
other related nursing theories. Pre-Requisite: Admission
into the Nursing Intent Phase of the Prelicensure BSN
track.
Units: 3
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NUR 421 – Nursing Fundamentals
This course is designed to provide the beginning nurse
with fundamental principles of nursing. The focus is on
beginning competencies required for the care of adults
and older adult clients with acute and chronic health
problems. Concepts of physiological and psychosocial
integrity, safe and effective care environments, and
health promotion and maintenance are examined. Focus
will center on the utilization of the nursing process to
apply knowledge and critical thinking for the application
of evidence-based nursing care.
Pre-Requisite: Admission
into the Nursing Intent Phase of the Prelicensure BSN
track.
90 clinical hours
Units: 5
NUR 424: Physical Assessment in Nursing Practice
The course focuses on health assessment for professional
practice. Basic knowledge and skills necessary to perform
assessments including interviewing, history taking, and
foundational physical assessment skills are acquired. It
emphasizes developmental and culturally competent
assessment skills and the ability to recognize deviations
from normal
.
Pre-Requisite: Admission into the Nursing
Intent Phase of the Prelicensure BSN track.
45 clinical
hours
Units: 3
NUR 426: Essential Pathophysiology
This course describes the disordered physiologic and
clinical consequences resulting from common disease
processes, with emphasis on dynamics of the altered
state. Discussions focus on alterations in normal
functions of major organ systems. Through problem-
solving exercises and case studies, students will focus on
interpreting diagnostic tests, clinical findings, and
pathophysiological adaptations from various diseases and
its processes.
Pre-Requisite: Admission into the Nursing
Intent Phase of the Prelicensure BSN track.
Units: 3
NUR 427: Nursing Pharmacology
This course explores the nurse’s role in relation to the
principles of pharmacology, including drug classifications
and their effects on the body. The emphasis is on the
knowledge of pharmacotherapy used to treat disease
processes in individuals, families, and communities across
the lifespan. Focus will also center on patient care and
education when administering medications. Pre-
Requisites: NUR 420, NUR 421, NUR 424, NUR 426.
23
Clinical Hours.
Units: 3
NUR 428 - Medical Surgical Nursing I: Essentials
This course utilizes the application of the nursing process,
critical thinking and clinical reasoning in caring of adult
patients with acute and chronic medical-surgical disease
conditions. It covers physiology and pathophysiology,
causes and significant clinical manifestations, and
important nursing assessment and management of such
conditions. Pre-Requisites: NUR 420, NUR 421, NUR 424,
NUR 426.
135 clinical hour
s
Units: 5
NUR 430 - Nursing Care for the Aging Population
This course focuses on how nursing influences the health
and healing capacities of older adults, including the
challenges and strengths of the older person. The
emphasis in this course is related to the changes of the
aging population, including a comprehensive assessment
of the older adult’s physical, functional, psychosocial, and
cognitive capacities. Students will also participate in
clinical experiences in healthcare setting that center on
aging and the resulting dynamic interactions between
older people within healthcare environments. Pre-
Requisites: NUR 420, NUR 421, NUR 424, NUR 426.
45
clinical hours
Units: 3
NUR 432: Evidence-Based Practice (EBP): Informatics
and Quality Improvement
This course provides an introduction to evidence-based
practice and its application with quality improvement and
informatics. Students will address the role of evidenced-
based nursing practice, including relevant principles,
theories, and models for application and its relationship
with improving health outcomes and technology. This
course will prepare students to utilize nursing informatics
and technologies. Pre-Requisites: NUR 420, NUR 421,
NUR 424, NUR 426 .
Units: 3
NUR435: Psychiatric/Mental Health Nursing
This course focuses on the knowledge and skills
development for the practice of mental health nursing
with emphasis on therapeutic nurse-patient
relationships. Students will understand the brain-
behavior connection and contributing factors to mental
illness and maladaptive behaviors. Emphasis will be
placed on relevant theories and evidence-based nursing
practice pertaining to the prevention, treatment,
recovery, and long-term management of mental
health/illness. Pre-Requisites: NUR428, NUR430, NUR432.
68 clinical hours.
Units: 3
NUR 436A: Essential Care of Mother and Infant
Utilizes nursing theory for the care of diverse and
multicultural women, newborns, and families. Emphasis
on the management of human reproductive health with
exploration of social determinants of health and its
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
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impact on health promotion, risk reduction, and disease
prevention, for women, newborn, and childbearing
families. Additionally, this course will focus on the
development of caring, communication, and critical
thinking skills in providing culturally responsive care with
the nursing process for multicultural women, neonates,
and their families. Pre-Requisites: NUR428, NUR430,
NUR432.
68 clinical hours.
Units: 3
NUR 436B: Essential Care of Children
Applies the dimensions of health, health care, and
nursing in addressing the health care needs of infants,
children and adolescents with a focus on health
promotion, risk reduction, and disease prevention.
Additionally, clinical experiences provide opportunities to
practice pediatric nursing skills in simulated, acute care,
and community- based clinical settings. Pre-Requisites:
NUR428, NUR430, NUR432.
68 clinical hours.
Units: 3
NUR 450: Medical-Surgical Nursing II: Entry into
Practice
This course provides a continuation of the application of
nursing theory for the care of adult and older adult
clients with complex health alterations and therapeutic
nursing interventions relevant to advanced medical-
surgical health alterations. Additionally, this course
emphasizes the importance of utilizing the nursing
process and critical thinking with a focus on the
application of theory in clinical interpretation of
assessment and diagnostic data. Pre-Requisites: NUR403,
NUR435, NUR436A, NUR436B.
135 clinical hours.
Units: 5
NUR 452: Transformational Leadership in Nursing
Practice
This course will assist students in the integration of
theory and practice as they approach the completion of
the nursing major and transition into the role of
professional nurse. Emphasis will be placed on the
management of nursing care in health care settings.
Students will participate in supervised practicum
transition experiences within a setting of
multidimensional teams, with focus on data-driven
evidence-based best practices, to develop unit based
leadership skills and initiatives to continuously improve
the quality of patient care across the care delivery
settings. Pre-Requisites: NUR416, NUR417, NUR450.
135
clinical hours.
Units: 5
NUR 460: Clinical Decision Making for Safe Practice
This is a senior level course designed to assist students in
integrating core nursing content and clinical judgment
skills. Emphasis will be placed on previously learned
nursing concepts and theories as students prepare to sit
for the NCLEX®-RN licensure exam and enter practice. It
promotes student success by providing opportunities to
improve and develop critical thinking and skills through
intense preparation and activities. The course builds on
the student’s understanding of critical reasoning and
communication skills to apply in resolving actual clinical
programs. Pre-Requisites: NUR416, NUR417, NUR450.
Units: 3
NUR 499- Independent Study;
Under the guidance and with the approval of a selected
faculty member, the student develops behavioral
objectives appropriate to the topic being studied and a
plan of action to achieve objectives. The number of credit
hours for which a student registers is determined by the
nature of the projected outcome, i.e., project, paper, etc.
The independent study may be experiential directed
reading, study or research.
Unit (s): 1-8
NUR 500- Concepts of Professional Practice
This course provides an overview of the professional
nursing
role
within the healthcare environment,
including nursing theory and evidence-based nursing
practice.
Highlights
of the influence of culture and
professionalism. Pre-requisite: ELM admission; Co-
requisites: NUR 511, 516, and 520
Units: 3
NUR 510- Pharmacology
Presents core drug knowledge, pharmacotherapeutics,
and pharmacodynamics. Emphasizes
drug
classification by
categories affecting various body systems. Pre-requisite:
ELM admission, NUR 500,511,516, 520; Co-requisites: NUR
512, 547 & 547
Units: 3
NUR 511- Fundamentals
integrity,
psychosocial
integrity and effective care
environments, and health promotion/maintenance are
examined. This course focuses on beginning
competencies required for care of adult and older adult
clients with acute and chronic health
problems. Pre-
requisite: ELM admission; Co-requisites: NUR500, 516,
and 520.
90 clinical hours
Units: 5
NUR 512- Medical Surgical Nursing
This course provides nursing theory and care of adult
and older adult clients with medical-surgical
health
alterations.
Includes diagnostic and therapeutic nursing
interventions relevant to medical surgical
alterations.
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Emphasizes the nursing process and critical thinking to
manage acute and chronic medical-surgical, remedial,
supportive and rehabilitative
problems. Pre-requisites:
NUR 500, 511, 516, and 520 all with grade of “B” or
higher; Co-requisites: NUR 510, 547 and 546.
135 clinical hours
Units: 6
NUR 513A- Nursing Care of Mother and Infant
Utilizing nursing theory for the care of diverse and
multicultural women, newborns, and families. Emphasis
on integration and application of theory from nursing
and related fields, genetics, standards of clinical
practice, evidence-based practice, communication, and
critical thinking with the nursing process. Additionally,
focuses on integration and application of the nursing
process in providing care for multicultural women,
neonates, and their families.
Pre-requisites: NUR 500,
510, 511, 512, 516, 520, 546, 547 all with grade of “B”
or higher; Co-requisites: NUR 513B, 517, 639, 642.
68 clinical hours
Units: 3
NUR 513B- Nursing Care of Children
Applies the dimension of health, health care and
nursing in addressing the health care needs of infants,
children, and adolescents with a focus on health
promotion, risk reduction, and disease prevention.
Additionally, clinical experiences provide opportunities
to practice pediatric nursing skills in simulate, acute
care and community- based clinical settings. Emphasis
further development of the nursing role as a leader
and manager in providing and coordinating care for
the pediatric client. Pre-requisites: NUR 500, 510, 511,
512,516, 520, 546, 547 all with grade of “B” or higher;
Co-requisites: NUR 513A, 517, 639, 642.
68 clinical hours
Units: 3
NUR 515- Population Health: Public, Community &
Global Health Nursing
The community health nursing course is designed to
facilitate the conceptualizing of family, population groups,
and communities as units of care. The course focuses on
risk reduction, health maintenance and promotion of high
level wellness to individuals, families, and groups of all ages
throughout the health continuum in public, community and
global settings. Pre-requisites: NUR 500, 510, 511, 512,
513A & B, 516, 517, 520, 546, 546, 547, 639, 642 with a
grade of “B” or higher; Co-requisites: NUR 618 and 628.
90 clinical hours
Units: 5
NUR 516- Pathophysiology
This course covers principles of normal body functioning,
pathophysiologic and psychological changes occurring
with altered health across the lifespan. Pre-requisites:
None; Co-requisites: NUR 500, 511, and 520.
Units: 3
NUR 517- Psychiatric Mental Health
This course provides psychiatric/mental health nursing
including scope of practice, roles and responsibilities,
and
social,
political,
and economic issues related to
mental health/ illness. Relevant theories and evidenced-
based
research. Pre-requisites: NUR 500, 510, 511, 512,
516, 517, 520, 546, 547, 639 and 642; Co-requisites: NUR
513 A & B, 639 and 642.
68 clinical hours
Units: 3
NUR 520-Physical Assessment
This course focuses on health assessment for professional
practice. Basic knowledge and skills necessary to perform
assessments including interviewing, history taking, and
foundational physical assessment
skills
are
required.
Emphasizes developmental and culturally competent
assessment skills and ability to
recognize
deviations
from normal across the
lifespan. Pre-requisite: ELM
admission; Co-requisites: NUR 500, 511 and 516.
45 Clinical Hours
Units: 3
NUR 542- Preparation for Safe Practice
This course is a senior level course designed to assist
students in assimilating core nursing content as they
prepare to sit for the NCLEX-RN licensure exam and enter
practice. It promotes student success by providing
opportunities to improve and develop study skills through
guided intense preparation and interactive critical
thinking activities. The course builds on the student’s
understanding of the core content. The course aids the
student in enhancing their critical reasoning and
communication skills based on best practices. Pre-
requisites: NUR 500, 510, 511, 512, 516, 517, 520, 546,
547, 639, 618, 515 & 628 and 642 with a grade “B” or
higher. Co-requisites: NUR 619, 621 and 627
Units: 3
NUR 546- Caring for the Aging Population
This course provides students with a general background
in the aging population and the challenges of the older
person. The emphasis in this course is related to the
changes associated with aging and the resulting dynamic
interactions between older people within the
environment. These changes include cultural, biological,
psychological and social aspects of aging. Pre-requisites:
NUR 500, 511, 516, and 520, with a grade “B” or higher.
Co-requisites: NUR 510, 512 and 547.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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45 clinical hours
Units: 3
NUR 547- Informatics and Evidence Based Practice
This course provides an introduction to the concepts of
nursing informatics, nursing research, and evidence-
based practice. Students will understand and develop the
skills needed to identify and critically appraise scientific
evidence to evaluate the quality and applicability to
clinical practice. Pre-requisites: NUR 500, 511, 516, and
520, with a grade “B” or higher. Co-requisites: NUR 510,
512 and 546.
Units: 3
NUR 599- Independent Study; Global Health
Under the guidance and with the approval of a selected
faculty member, the student develops behavioral
objectives appropriate to the topic being studied and a
plan of action to achieve objectives. The number of credit
hours for which a student registers is determined by the
nature of the projected outcome, i.e., project, paper, etc.
The independent study may be experiential directed
reading, study or research. Duration and country varies.
Unit (s): 1-8
NUR 610-Advanced Pharmacology
This course expands students’ knowledge of clinical
pharmacology to provide a sound basis from which
to
engage in prescriptive drug management.
Pharmacodynamics, pharmacokinetics
and
pharmacotherapeutics of drug classes are explored
through a variety of teaching-learning
methodologies,
including seminar discussion, problem-based case study
presentations, focused readings, and
web-based
exercises. Co-requisites: NUR 616 and 620.
Units: 3
NUR 616- Advanced Pathophysiology
This course provides the pathophysiological principles
and concepts essential for performing advanced
clinical
assessments, differential diagnoses, and therapeutic
decision making. Describes the
disordered
physiology
and clinical consequences resulting from common
disease processes. Analyses of
the
biophysical rationale
for selecting and interpreting data used in the
management of plans of care throughout
the
life span
will be presented. Seminar discussions focus on
alterations in normal functions of major
organ
systems.
Through problem-solving exercises and case studies,
student
s are encouraged to recognize
the
pathophysiologic basis of clinical findings associated
with disease processes. This course serves as
an
essential link between the basic sciences and clinical
management.
Co-requisites: NUR 610 and 620.
Units: 3
NUR 618- Advanced Medical Surgical
Provides nursing theory for the care of adult and older
adult clients with
complex
health alterations; includes
diagnostic and therapeutic nursing interventions
relevant to advanced
medical-surgical
health alterations.
Emphasizes the importance of collaboration,
accountability, and advocacy in the leadership
role.
Pre-requisites: NUR 500, 510, 511, 512, 513 A
&B, 516, 517, 520, 546, 547, 639, 642; Co-requisites: NUR
515 and 628.
135 Clinical Hours
Units: 5
NUR 619- Leadership Management (Capstone)
This course will direct students in the integration of
theory and practice as they approach the completion of
the nursing major and transition into the role of the
professional nurse. Supervised practicum transition
experience within a setting of multidimensional teams,
with a focus on data-driven evidence-based best
practices, to develop unit based leadership skills and
initiatives to continuously improve quality of patient
care across delivery settings, by integration and
implementation of advanced nursing processes and care
modules for patients as individuals and cohorts. Pre-
requisite: completion of all pre-RN licensure clinical
courses with grades of “B” or higher, NUR 500, 510, 511,
512, 513 A&B, 515, 516 ,517, 520, 546, 547, 618, 621,
639, 628 642. Co-requisites: NUR 542, 621 and 627
135 Clinical Hours
Units: 5
NUR 620- Advanced Physical Assessment
This course presents information that expands the
student's knowledge base related to current health
patterns across
the
lifespan. In addition, faculty will
facilitate the students’ acquisition of advanced skills in
the collection of subjective data and
the
performance
of an adult physical and mental status examination.
Students interpret data acquired through the
assessment of adults and the results of laboratory and
diagnostic tests.
Co-requisites: NUR 616 and 610.
45 Clinical Hours
Units: 4
NUR
6
21-
Ad
v
a
n
c
e
d Nursing Theory
This course provides a study and critique of the
organization and development of nursing knowledge.
Students will discuss and compare concepts and theories
from nursing, humanities, and science with emphasis on
their
significance to the practice of professional nursing
across the
lifespan. Pre-requisites:
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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NUR 500, 510, 511, 512, 513 A&B, 515, 516, 517, 520,
546, 547, 618, 621, 639, 642. Co-requisites: NUR 542, 621
and 627
Units: 3
NUR 627- Advanced Biostatistics and
Epidemiology
This course presents core epidemiology and biostatistics
knowledge and skills that can be used to draw
practical
conclusions regarding data pertaining to
nursing and patient care. Students will become
acquainted with
the
epidemiological and biostatistical
concepts in theory and in practice. Students will develop
the basic
skills
necessary
to use epidemiological and
biostatistical knowledge and methods as the basis for
health
practice.
Pre-requisite: completion of all pre-RN
licensure clinical courses with grades of “B” or higher,
NUR 500, 510, 511, 512, 513 A&B,515, 516 ,517, 520,
546, 547, 618, 621, 639, 642. Co-requisites: NUR 542
621 and 627
Units: 3
NUR 628- Health Systems Management & Policy
The course covers current challenges faced by the U.S.
health care delivery system and how health policy, both
historically and today, has sought to address these
challenges. This system is compared with those of other
nations to highlight its relative strengths and weaknesses.
We will consider health care concerns associated with
population and public health, including how the behavior
of individuals and groups influences health. Pre-requisites:
NUR 500, 510, 511, 512, 513A & B, 516, 517, 520, 546, 546,
547, 639, 642 with a grade of “B” or higher; Co-requisites:
NUR 618 and 515
Units: 3
NUR 629- Transition into Professional Practice
Supervised practicum transition experience within a
setting of multi-dimensional teams, with focus on data-
driven evidence-based practices, to develop unit based
leadership skills and initiatives to continuously improve
quality of patient care across the care delivery settings,
by integration and implementation of advanced nursing
processes and care models for patients as individuals and
cohorts. Pre-requisite: completion of all pre-RN licensure
clinical courses with grades of “B” or higher. Pre-
requisites (ELM): NUR 500, 510, 511, 512, 513, 515, 516,
517, 520, 618, 619, 621, 627, 628, 639, 642; Co-
requisites: NUR 635
180 Clinical Hours
Units: 7
NUR 630- Primary Care of Adults and Aged
The focus of this course is the development of
clinical
decision-making skills needed by the primary care
provider in the delivery of comprehensive health
care,
including health promotion, health maintenance,
and the diagnosis and treatment of common acute
and
chronic illnesses. Through assigned readings,
lectures, class discussion, case studies, and
supervised
practicum in multicultural practice settings,
the student will begin the process of developing
sound
clinical judgment as a primary care provider. Pre-
requisites: NUR 610, 616, and 620.
180 Clinical Hours
Units: 6
NUR 631- Health Promotion Disease Prevention
This course provides an introduction to the description
and analysis of characteristics of health promotion
disease
prevention
interventional strategies across a
variety of environmental settings. The development of
modern population centers will
be
explored with an
emphasis on the interactions among population growth,
disease (infectious, epidemic, etc.) and public
health
measures (water supply, sanitation, food purity, and
handling). The significance of these characteristics to
strategic health
care
planning, policy formation, health
promotion, and disease prevention will be discussed fr
om
a public health
conceptual
framework.
Units: 3
NUR 632- Primary Care of Women and Children
This course will prepare advanced practice nursing
students to deliver primary care to women and children
within the context of family. This course builds upon
the knowledge
of
primary care obtained in the adult
health core theory and practicum courses. The focus of
the course will be
on
methods
of health
promotion/disease prevention, and assessment and
management of common health problems
in
infants,
toddlers, school age children, adolescents, and women
from menarche through to the climacteric. Class content
will
include the direct care provider role in a primary care
setting. Health educatio
n methodologies and counseling
strategies
pertinent to a pediatric primary care practice
will be explored and intervention strategies developed.
Supervised
clinical
practice
with expert primary care
clinicians provides the student with opportunities to
practice to cognitive and psychomotor skills necessary to
provide obstetric, gynecologic and pediatric primary
care. Pre-requisite: NUR 630.
180 Clinical Hours
Units: 6
NUR 633- FNP Practicum
This course prepares advanced practice nursing students to
deliver primary care services within a variety of supervised
clinical practice settings. Students will have the opportunity
to investigate the inter-relationships among various
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socioeconomic, legal, and political factors which impact the
structure and function of healthcare delivery systems.
Students will be assisted to perform the advanced practice
roles of manager, clinician, educator, researcher and
consultant in the provision of primary care services across
the lifespan to underserved populations. Students will
participate in the development of joint protocols, scientific
research and development, community service activities
and professional endeavors. The purpose of this course is
to enable the student to operationalize the role of the
family nurse practitioner in the care of individuals,
families and communities. Pre-requisites: NUR 630 and
632.
240 Clinical Hours
Units: 7
NUR 635- Nursing Research
This course examines concepts and issues related to
evidence-based practice. The course focuses on the
development
and
refinement of the directed
project/research proposal. The proposal includes
problem/purpose
statements,
literature
review,
measurement tools, work plan, timeline, method and
evaluation (analysis/synthesis)
plan. Pre-requisites (ELM):
NUR 500,510,511,
512,513,515,516,517,520,618,619,621,627,628, 639,642;
Co-requisites: NUR 629.
Units: 3
NUR 635- Nursing Research
This course examines concepts and issues related to
evidence-based practice. The course focuses on the
development
and
refinement of the directed
project/research proposal. The proposal includes
problem/purpose
statements,
literature
review,
measurement tools, work plan, timeline, method and
evaluation (analysis/synthesis)
plan.
Pre-requisites: NUR
500, 510, 511, 512, 513A & B, 516, 517, 520, 546, 546, 547,
639, 642 with a grade of “B” or higher; Co-requisites: NUR
629
Units: 3
NUR 637- Advanced Psychopharmocology
This course examines the psychopharmacologic treatment
of psychiatric disorders across the life span within the
vulnerable and culturally diverse populations. It is designed
to provide an analysis of pharmacokinetics and adverse
effects of psychopharmacologic drugs. It is expected of
students to develop skills in assessing the need for use of
psychotropic interventions. Examination and review of
alternative and complementary therapeutic methods
related to psychiatric disorders across the lifespan.
Pre-
requisites: NUR 610, 616 and 620; Co-requisites: NUR 631
and 641.
Units: 2
NUR 638- Individual Psychotherapy
This course provides the requisite knowledge base for
Advanced Psychiatric Mental Health Nurse Practitioners
and focus is placed on the professional dimensions of the
role of the Advanced Practice Psychiatric Nurse
Practitioner. Students explore psychotherapeutic
modalities in depth expanding their skills and expertise in
formulating cases and utilized selected evidence based
interventions across the lifespan. The theoretical and
conceptual bases for mental health psychiatric treatment
planning, intervention, and evaluation of major psychiatric
disorders are emphasized in this course The impact of the
political, legal, economic, social, cultural, and technological
factors on mental health services is addressed.
Pre-
requisites: NUR 641 and 644; Co-requisites: NUR 635 and
639.
135 Clinical Hours
Units: 6
NUR 639- Perspectives
This course provides an analysis on socioeconomic
trends and issues affecting nursing and health care.
Bioethics,
healthcare
legislation, public policy and roles
of professional organizations are examined. Nursing
leadership tasks
are
explored in relation to group
dynamics, values clarification, and ethical decision
making. Pre-requisites: NUR 500, 510, 511, 512, 516, 520,
546, 547. Co-requisites: NUR 513 A & B, 517, and 642.
Units: 3
NUR 640- Psychotherapy w/Groups and Families
Course focuses on the theory relevant to systems
dynamics including group and family psychotherapy.
Emphasis is on preparing students to make comprehensive
assessments and determine appropriate interventions
when working individuals in complex systems. Inpatient
and community settings provide opportunities for
application of theoretical concepts.
Pre-requisites: NUR 641, 644 and 638; Co-requisites:
NUR646 and 645
90 Clinical Hours
Units: 4
NUR 641- Primary/Mental Health Care I
Course presents biopsychosocial theories of human
behavior as they relate to function, alteration and /or
disruption of mental processes; reviews current
knowledge related to nursing care, psychiatric treatment
and psychosocial rehabilitation of the identified mentally
ill adults and children and their families. Pre-requisites:
NUR 610, NUR 616, NUR 620. Co-requisites: NUR 631, NUR
627, NUR 637.
90 Clinical Hours
Units: 4
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OF MEDICINE AND SCIENCE
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NUR 642-
Cultural Diversity
This course provides culturally sensitive approaches to
providing nursing care. Focuses on socio-cultural
factors and
health
disparities that influence health and
illness and explores that impact in the use of
healthcare
resources. Pre-requisites: NUR 500, 510, 511,
512, 516, 520, 546, 547. Co-requisites: NUR 513 A & B,
517, and 639.
Units: 3
NUR 643- F
NP Preparation
This course is designed to assist students in assimilating
core advanced nursing practice content as they prepare to
sit for the AANP/ANCC national certification exam and
enter practice. It promotes student success by providing
opportunities to improve and develop study skills through
guided intense preparation and interactive critical thinking
activities. The course builds on the student’s
understanding of the core content presented in Advanced
Practice Education Associates’ Family Nurse Practitioner
Online Review Course. The course aids the student in
enhancing their critical reasoning and communication skills
based on best practices.
Pre-requisites: NUR 630, NUR 631, NUR 632; Co-
requisites: NUR 633.
Units: 1
NUR 644- Primary/Mental Health Care II
This course consists of supervised direct patient care
experiences related to nursing assessment and
management of the patient with acute and /or severe and
persistent mental illness.
Pre-requisites: NUR 641, 63;
Co-requisites: NUR 627, 628, 642
90 Clinical Hours
Units: 4
NUR 645- PMHNP Preparation
This course is designed to assist students in assimilating
core advanced nursing practice content as they prepare to
sit for the ANCC national certification exam and enter
practice. It promotes student success by providing
opportunities to improve and develop study skills through
guided intense preparation and interactive critical thinking
activities. The course builds on the student’s
understanding of the core content presented in Advanced
Practice Education Associates’ Psychiatric Mental Health
Nurse Practitioner Online Review Course. The course aids
the student in enhancing their critical reasoning and
communication skills based on best practices.
Pre-requisites: NUR 641, NUR 631, NUR 644, NUR 638;
Co-requisites: NUR 646 & 640.
Units: 1
NUR 646- PMHNP Practicum
This course prepares psychiatric/mental health advance
practice nursing students to deliver appropriate care
services in supervised clinical settings applicable to the
psychiatric/mental health specialty in communities in
urban, rural and medically underserved areas. Care services
involve the application of knowledge of legal standards of
care practice management dynamics and use of inter-
professional health care team. Students will be assisted to
utilize extensive knowledge in psychotherapy and
psychotherapeutic medications as interventions applied to
increasing complex individuals, families and groups of all
ages. The students will be guided to incorporate promotion
of wellness, health maintenance and disease prevention in
the care of these patients.
Pre-requisites: NUR 641, NUR 631, NUR 644; Co-
requisites: NUR 645 & 640.
180 Clinical Hours
Units: 7
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OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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2023 – 2024 Academic Calendars (COSH and MMDCON)
The University operates on a semester calendar. Each fall and spring term is approximately 15 weeks in length; each summer term is
approximately 12 weeks in length. See the CDU website for the most current Academic Calendar
https://www.cdrewu.edu/registrar.
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 227
University Holidays 2023 – 2024
Labor Day (Campus Closed) September 4
Veterans Day (Campus Closed) November 10
Thanksgiving (Campus Closed) November 23-24
University Holiday Closure Dec. 22- Jan. 1
Martin Luther King Day (Campus Closed) January 15
President's Day Observed (Campus Closed) February 19*
Spring Break (No classes, Campus Open) March 9-15
Cesar Chavez (Campus Closed) April 1*
Memorial Day (Campus Closed) May 27
Juneteenth Day June 19*
Independence Day, (Campus Closed) July 4
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
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Key Telephone Numbers
Main Campus Number
(323) 563-4800
Office of the President
(323) 563-4987
Office of the Provost
(323) 563-4927
College of Science and Health
(323) 563-5851
College of Medicine
(323) 563-4991
Mervyn M. Dymally College of Nursing
(323) 568-3301
Office of Admissions
(323) 563-4839
Office of Financial Aid and Scholarships
(323) 563-4824
Office of Student Life
(323) 563-4802
Office of Registration and Records
(323) 563-4839
Office of Medical Student Affairs
(323) 563-5956
Office of Academic Senate
(323) 563-5978
Office of Finance
(323) 563-5836
Office of Human Resources
(323) 563-5827
Office of Research
(323) 249-5702
Office of Information Systems / Helpdesk
(323) 563-4990
Office of Continuing Medical Education
(323) 563-4975
Office of Graduate Medical Education
(323) 563-9373
CDU Health Sciences Library
(323) 563-4871
Division of Student Affairs
(323) 563-4839
Office of Campus Safety
(323) 563-4918
After Hours and Weekends
(323) 326-4859
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OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 229
Location
Charles R. Drew University is located at 1731 East 120th Street in Los Angeles, California, about a 16-minute drive from Los
Angeles International Airport. There is easy access to the campus from the Glenn Anderson Freeway (I-105) off the
Wilmington Avenue exit.
Travel Directions
University Mailing Address University Physical Address
1731 East 120th Street 1730 E. 118th Street
Los Angeles, CA 90059 Los Angeles, CA 90059
FREE parking is available in the PARKING STRUCTURE located adjacent to campus on 118th Street
Facility
The main campus is on approximately 11 acres of land within the unincorporated area of Willowbrook in South Los Angeles.
Currently, the university campus is composed of three permanent two-story buildings and several smaller facilities, including
some temporary buildings. The W.M. Keck Foundation building houses COSH program offices, the Student Education and
Services Center (SESC), and nine classrooms. The W. Montague Cobb Medical Education building houses university
administrative offices, the Health Sciences Library, Learning Resource Center, Clinical Simulation Center, and COM
administrative offices. The Life Sciences Research and Nursing Education (LSRNE) building is a 63,922-square-foot, two-story
building that houses the MMDCON administrative offices, a clinical simulation center, three classrooms, a learning resource
center, and research facilities. There are three learning centers across campus; two state-of-the art clinical science
simulation/education technology centers; and numerous resources and facilities supporting biomedical, clinical, and
translational research for faculty and students.
Campus Map
CHARLES R. DREW UNIVERSITY
OF MEDICINE AND SCIENCE
University Catalog | 2023 - 2024
Page 230
University Catalog Committee
Raquel Munoz, MS
CHAIR AND EDITOR
REGISTRAR
Keosha Partlow, PhD, MPH
ASSOCIATE PROVOST, STUDENT AFFAIRS
Anthony Reyes, EdM
EDITOR
ASSOCIATE REGISTRAR, COLLEGE OF MEDICINE
