Course Descriptions

EDS799 Exit Assessment Meeting and Capstone Presentation (0 cr.)

This course is the concluding activity for students seeking the Education Specialist degree. Once the action research project is completed, a final thesis is prepared, reviewed by the student’s Committee, and then presented to and discussed with a panel of colleagues and University faculty. Upon completion, the Committee endorses the final thesis and recommends the student for the Education Specialist degree.

Upon completion of the course, students are expected to be able to do the following:

1. Prepare a final draft of the EDS thesis for review and presentation.
2. Communicate clearly and appropriately with all stakeholders by speaking, listening, writing, and delivering the presentation using technology.
3. Synthesize and present the action research project to a panel.

EL600 Orientation and Writing Assessment (0 cr.)

This required session introduces newly enrolled students in the M.A. in Educational Leadership program to the policies, procedures, and expectations of the program. Commonly asked questions are addressed including an overview of the preferred sequencing of courses, action research project overview, and exit procedures. A writing assessment is also administered.

Upon completion of this course, students are expected to be able to do the following:

1. Explain the expectations of the M.A. in Educational Leadership.
2. Demonstrate written communication skills.
    

EL602 Facilitation Through Communication (3 cr.)

In this course students develop academic written and oral skills, interpersonal communication skills, and technology skills for presentations and organizational communication.   The relationship between communication and organizational culture is addressed. 

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate academic and professional written, oral, and technological communication skills, including the use of appropriate APA writing style.
2. Evaluate various modes of organizational communication, including technology, and its impact on communicating the organizational culture.
3. Explore and apply various communication styles including variations found within diverse cultural, gender, and generational groups.
4. Demonstrate interpersonal communication skills that promote inclusiveness.
    

EL603 Foundations of Educational Leadership (3 cr.)

This course focuses on leadership principles designed to create and sustain educational organizations/programs through the creation and implementation of vision, mission, and reflective practices. Leadership styles coupled with personal, cultural, and ethical awareness are evaluated.

Upon completion of this course, students are expected to be able to do the following:

1. Identify and synthesize educational leadership principles and styles.
2. Create a vision and mission to drive educational quality.
3. Develop and demonstrate culturally competent leadership skills.
4. Evaluate the role of creativity and risk-taking in educational leadership.
5. Examine and apply strategic planning models, including data-driven decisions, for educational improvement.
6. Integrate ethics into leadership practices.
    

EL613 Fundamentals of Management (3 cr.)

This course examines management strategies for supporting organizational systems and infrastructure within an educational organization. Management styles and models, technology assisted budgetary decision making, project management, and crises management are addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Differentiate between leadership and management.
2. Evaluate management models and styles.
3. Articulate one’s personal management style.
4. Identify and analyze the interrelatedness of informal and formal internal systems sustaining the vitality of the educational organization.
5. Employ technology-assisted budgetary decision making skills and theories that drive organizational improvement.
6. Apply project management skills.
7. Design an organizational infrastructure to ensure a safe and effective environment.
8. Discuss prioritization and action strategies for managing crises.
9. Apply ethical principles to management practices.
    

EL622 Supervision (3 cr.)

This course examines methods of supervision, evaluation, and mentoring of personnel. Skills for hiring, evaluating, and developing personnel to enhance performance and growth of the educational organization with sensitivity to diversity are the main focus.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate strategies for identifying and recruiting quality staff.
2. Analyze methods for evaluating and reporting faculty/employee performance.
3. Examine and apply methods for developing personnel to enhance performance.
4. Analyze various approaches/theories to supervision of staff including issues of law, conflict resolution, and negotiation.
5. Analyze strategies for promoting a sense of belonging within a diverse organizational community.
6. Demonstrate effective written and interpersonal communication skills that drive performance improvement.
    

EL623 Curriculum and Instruction (3 cr.)

This course focuses on designing and evaluating curriculum and instructional strategies to create programs that meet the needs of all learners including adults. Curriculum design models, instructional methodologies, methods for authentic assessment of learning, and learning styles are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Examine and apply curriculum design models and instructional strategies in order to teach, train, and supervise adults.
2. Apply learning style theory for instruction.
3. Evaluate and apply methods of authentic assessment of learning.
4. Create learning experiences that meet the needs of all learners through the development of appropriate curricular and instructional strategies.
5. Examine methods for promoting educational strategies within an organization.
    

EL630 Educational Research (3 cr.)

This course focuses on recognizing, designing, and conducting valid, reliable, and ethical educational research for improving teaching and learning. Published studies are critiqued by identifying strengths and limitations of the methodology and evaluating potential impact on educational practice. Action research design, evaluation of literature and published studies, decision analysis, and methods for communicating and implementing results are practiced through several experiences.

Upon completion of this course, students are expected to be ble to do the following:

1. Recognize and differentiate between appropriate use of and the processes involved in conducting descriptive/experimental research and quantitative/qualitative research.
2. Develop skills to generate research questions, review relevant literature and devise a plan for descriptive research.
3. Critique published educational research by identifying limitations, assumptions, and biases of studies.
4. Determine appropriate sources of data and data analysis for action research.
5. Design basic action research implementing accepted design and reporting methods.
6. Design a plan for communicating and implementing action research findings within an educational organizational setting.
    

EL633 Ethics and Law (3 cr.)

This course surveys ethical principles and legal issues that impact leadership in an educational setting. Legal trends, state and federal laws, case studies, and ethical dilemmas as they apply to personal and professional ethics are addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze the history of educational ethical and legal issues in relation to social impact.
2. Identify legal and ethical issues regarding education relevant to the student’s career field.
3. Discuss and evaluate ethical and legal case studies addressing educational issues.
4. Identify and interpret the implication of the code of the ethics related to the student’s career field.
5. Demonstrate an integration of ethics and legal principles into personal and professional life.
    

EL634 Action Research Project (3 cr.)

Prerequisite(s): EL630 
In this summative course, participants conduct an in-depth study of action research, data collection and data analysis processes, ethical implications of research, and research as a continuous improvement tool. This learning is applied to various professional settings through the creation of an individualized action research project and a written paper, which includes an introduction, a review of current literature, research questions, a description of the methodology and means of evaluation, the findings and interpretation of results, and possible questions for further study.

Upon completion of this course, students are expected to be able to do the following:

1. Review relevant scholarly literature on a selected topic.
2. Synthesize and evaluate findings from relevant, scholarly literature on a selected topic.
3. Compose an educational research question.
4. Apply skills to plan and conduct descriptive research.
5. Use academic writing skills and APA style.
    

EL651 Educational Information Literacy (1 cr.)

This course is designed for Saint Mary’s University students enrolled in education-related graduate programs. Topics covered include structured, efficient research strategies; print and electronic information sources; information and source evaluation; and intellectual freedom, copyright, and plagiarism.

Upon completion of this course, students are expected to be able to do the following:

1. Design and implement effective research strategies, and choose research tools best suited to satisfy any information need.
2. Identify and retrieve information from credible, authoritative sources relevant to their needs.
3. Use technology to enhance searching and assist in information evaluation.
4. Evaluate information and its sources, based on an understanding of credibility, purpose, bias, authorship, intellectual content, and authenticity.
5. Use and understand library research and reference tools, and information organization and classification.
6. Analyze information production and the social, political, and ethical results of its creation.
7. Understand the consequences of accidental and intentional plagiarism.
8. Utilize and understand APA citation style.
    

EL652 Adult Learning (3 cr.)

This course is designed to study and apply learning theories that engage diverse adult learners in professional and personal development. The main focus is developing coaching and team building skills, creating a learning organization through the use of adult learning theory, establishing staff development, and comparing androgogy and pedagogy.

Upon completion of this course, students are expected to be able to do the following:

1. Examine and apply strategies for professional development incorporating theories of adult learning.
2. Compare and synthesize androgogical and pedagogical instructional approaches.
3. Define and identify components of a learning organization to promote effectiveness.
4. Determine methods for creating and sustaining a learning organization.
5. Demonstrate coaching, mentoring, and team building practices incorporating adult learning theory.
6. Demonstrate an integration of demographic and cultural understanding into adult learning situations.
    

EL661 Administration and Assessment (1 cr.)

EL662 Promoting Change (3 cr.)

This course surveys concepts and strategies related to the creation and implementation of visionary change. Theories surrounding systemic change based on the examination and implementation of internal systems within an educational organization are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Identify and analyze current research methods for planning and implementing organizational change.
2. Evaluate ways to overcome resistance to organizational change.
3. Evaluate reactions to change on an individual and organizational level.
4. Examine the role of organizational data and technology-assisted data analysis for strategizing change.
5. Analyze examples of successful and unsuccessful organizational change and the strategies employed.
    

EL670 Multicultural Leadership and Team Building (3 cr.)

This course focuses on becoming a culturally-aware leader able to integrate diversity for educational and organizational growth. Students investigate ways to strengthen and advance organizations through effective team building and collaborative skills, and to promote organizational cultural awareness while garnering community involvement and political support.

Upon completion of this course, students are expected to be able to do the following:

1. Develop an awareness of various forms of diversity.
2. Analyze the management of building involvement and political support from diverse communities and stakeholders.
3. Review and interpret state and federal laws regarding diversity and cultural awareness.
4. Engage in critical inquiry and respectful dialogue to engender cultural competency.
5. Apply team building skills to create an inclusive learning community of diverse members.
6. Evaluate the role and application of professional learning communities.

EL671 Leadership Roles of Activities Directors (1 cr.)

This survey course examines the history and development of extra-curricular activities in our schools. Special emphasis is given to legal issues, policies, and funding for extra-curricular programs.

Upon completion of this course students are expected to be able to do the following:

1. Compare and contrast leadership roles for athletic directors and fine arts directors.
2. Identify and interpret internal systems surrounding governance and funding of extra-curricular programs.
3. Explain the role of the Minnesota State High School League and its role in education.
4. Explore the mobilization of political support that ensures success of programs and participants.
5. Discuss ways to leverage diversity for program and student growth.
6. Anticipate the role of the fine arts and athletics in tomorrow’s educational settings.
    

EL673 Emotional Intelligence in Leadership (1 cr.)

This course examines how emotional intelligence impacts and influences leadership and personal effectiveness.  Strategies and applications to increase emotional intelligence as a leader and in others are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Define the five aspects of emotional intelligence related to self analysis and strengths of the adult learner.
2. Analyze how emotional intelligence influences leadership.
3. Evaluate organizational and change movement situations through the lens of emotional intelligence.
4. Create strategies to raise awareness in emotional intelligence for others.
    

EL681 Learning in Adulthood (1 cr.)

This course provides an in-depth exploration of the nature of learning in adulthood. The main focus includes the adult learning process, learning development in adulthood, adult learning styles, and develop effective strategies for teaching adult learners.

Upon completion of this course, students are expected to be able to do the following:

1. Compare various learning styles of adult learners.
2. Analyze the biological, psychological, and socio-cultural aspects of adult learning.
3. Evaluate the role of life experience in formal and informal learning for diverse adult populations.
4. Integrate the adult learning process, learning styles, and adult development into instructional strategies.

EL682 Student Affairs Leadership in Higher Education (2 cr.)

This course traces the emergence of the student affairs profession and current issues and trends. It examines the multiple roles in student affairs and applies theory to transformational leadership practices in this field.

Upon completion of this course student are expected to be able to do the following:

1. Evaluate the emergence and development of the student affairs profession in various types of higher education institutions.
2. Identify multiple roles and employment opportunities in student affairs.
3. Analyze the impact of various student characteristics and populations on student affairs practices.
4. Recognize current issues, trends, and technology advances affecting student affairs leadership.
5. Apply principles, practices, and student development theory to transformational leadership in student affairs.
6. Examine ethical and legal issues in student affairs.
7. Apply course learning through a student affairs field experience.
    

EL691 Charter School Leadership (1 cr.)

This survey course examines the history, philosophy, growth, and legal issues surrounding charter schools. Topics include leadership, governance, sponsorship, policies, structure, funding, and public accountability.

Upon completion of this course, students are expected to be able to do the following:

1. Compare leadership roles in charter schools and public schools.
2. Identify and interpret internal systems surrounding governance, sponsorship, and funding.
3. Examine state mandated reporting systems for charter schools.
4. Examine the historical and philosophical roots of charter schools.
5. Explore the mobilization of political support that ensures success of charter schools.
6. Discuss ways to leverage diversity for institutional and student growth.
    

EL699 Project Presentation and Exit Interview (0 cr.)

ESL560 Student Teaching (6 cr.)

Prerequisite(s): All other licensing coursework
While working closely with a cooperating teacher, the student begins to assume the role of teacher in an actual classroom setting, gradually becoming fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and becoming acquainted with school routines and practices. The pre-service teacher is expected to demonstrate development of professional dispositions of a well-organized, effective, and reflective instructor. Teacher candidates student teach for a semester in an area school. Mastery of the Minnesota State Standards of Effective Practice is expected by the end of student teaching.

Upon completion of this course, students are expected to be able to do the following:

1. Create learning experiences utilizing central ESL concepts, tools, of inquiry to make English language learning meaningful for learners.
2. Apply knowledge of how students learn and develop in order to provide learning opportunities that support a student’s intellectual, social, and personal development.
3. Create instructional opportunities that are adapted for learners of diverse backgrounds and exceptionalities.
4. Utilize a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
5. Facilitate learning environments the encourage learners’ positive social interaction, active engagement in learning, and self-motivation.
6. Foster active inquiry, collaboration, and supportive interaction in the classroom through effective verbal, nonverbal, and media communication.
7. Plan and manage instruction based upon knowledge of the English language and language learning principles, students, the community, and curriculum goals.
8. Utilize formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of learners.
9. Reflect on effects of choices and actions on others, including learners, parents, and other professionals in the learning community.
10. Interact with stakeholders to support student learning and well-being.

ESL570 International Student Teaching (6 cr.)

Prerequisite(s): All other licensing coursework
While working closely with a cooperating teacher, the student begins to assume the role of teacher in an actual classroom setting, gradually becoming fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and becoming acquainted with school routines and practices. The pre-service teacher is expected to demonstrate development of professional dispositions of a well-organized, effective, and reflective instructor. Teacher candidates student teach for a semester in a school located outside of the United States. Mastery of the Minnesota State Standards of Effective Practice is expected by the end of student teaching.

Upon completion of this course, students are expected to be able to do the following:

1. Create learning experiences utilizing central ESL concepts, tools, of inquiry to make English language learning meaningful for learners.
2. Apply knowledge of how students learn and develop in order to provide learning opportunities that support a student’s intellectual, social, and personal development.
3. Create instructional opportunities that are adapted for learners of diverse backgrounds and exceptionalities.
4. Utilize a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
5. Facilitate learning environments the encourage learners’ positive social interaction, active engagement in learning, and self-motivation.
6. Foster active inquiry, collaboration, and supportive interaction in the classroom through effective verbal, nonverbal, and media communication.
7. Plan and manage instruction based upon knowledge of the English language and language learning principles, students, the community, and curriculum goals.
8. Utilize formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of learners.
9. Reflect on effects of choices and actions on others, including learners, parents, and other professionals in the learning community.
10. Interact with stakeholders to support student learning and well-being.

ESL600 Foundations of Language and Literacy Development (1-3 cr.)

This course explores the theoretical and scientific underpinnings of literacy development as a basis for developing effective K-12 reading programs. Major topics include knowledge of the relationships between spoken and written language, the historical evolution of English, processes of reading, motivational aspects, stages of reading, spelling, and writing development, and major historical and current instructional approaches and programs for literacy development. Qualitative and quantitative research regarding literacy acquisition and applications to designing balanced reading programs are addressed. This course is also an applied introduction to the study of linguistics as it relates to the teaching of English to non-native speakers. It is divided into language as a system (phonology, morphology, syntax, semantics), the social factors affecting language acquisition and development, and the relationship of learning English to that of learning other languages.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate how limited English proficiency affects learning. C1, SMU2, (K)
2. Analyze the differences between literacy development in the first language and the second language, and the implications for teaching second language learners. E1, SMU4, (K)
3. Apply basic linguistic concepts. G1, SMU6, (K, A)
4. Outline the features of English including phonology, morphology, syntax, and semantics. G2, SMU6, (K, A)
5. Relate knowledge of English to other languages. G3, SMU6, (K)
6. Summarize the history and development of the English language. G4, SMU6, (K, A)
7. Apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents. K1, SMU9, (K, A)
    

ESL601 Second Language Acquisition (3 cr.)

Prerequisite(s): ESL600  
This course addresses major topics of second language acquisition, including the processes of first and second language acquisition; the similarities and differences among child, adolescent, and adult language acquisition; the developmental progression of students with limited English proficiency; and methods, techniques, and program models for second language instruction.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze the processes of first and second language acquisition. H2, SMU7, (K, A)
2. Compare the similarities and differences among child, adolescent, and adult language acquisition. H1, SMU7, (K, A)
3. Assess the developmental progression of students within the range of individual variation of students with limited English proficiency in a given learning context. B3, SMU1, (K, A)
4. Evaluate how limited English proficiency affects learning. C1, SMU2 (K, A)
5. Integrate both language learning and subject matter content for student success in an academic setting. C2, SMU2 (K)
6. Create and apply strategies for second language instruction. SMU1
    

ESL602 Language and Culture (3 cr.)

Prerequisite(s): ESL600  
This course focuses on the concepts and skills needed to develop cultural understanding of and communication with speakers of other languages. The impact of cultural, linguistic, ethnic, regional, and gender differences in the classroom is examined. Various strategies to involve non-English speaking families in the school community are considered.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate how limited English proficiency affects learning.
2. Analyze differing cultural practices and how these differences may affect the way students learn.
3. Design communication strategies with parents within the larger sociocultural framework of which the school is a part.
4. Identify how the student’s environment, including family circumstances, community systems, and health and economic conditions, may influence learning.
5. Relate knowledge of English to knowledge of other languages.
6. Characterize the cultural and social differences reflected in the United States’ cultural pluralism.
7. Interpret the sociolinguistic dynamics of the cultures of the United States.
8. Analyze how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom.
9. Connect students’ schooling experiences with everyday life, the workplace, and further educational opportunities.
10. Involve representatives of business, industry, and community organizations as active partners in creating educational opportunities.
     

ESL603 Reading Instruction for Linguistically and Culturally Diverse Learners (1-3 cr.)

Prerequisite(s): ESL600  
This course focuses on the concepts and skills needed to develop literacy programs for students who differ in how they acquire literacy because of language, learning, and/or cultural differences. Three major strands are featured: (1) selection and teaching of literature that reflects the diversity of American classrooms and promotes global understanding; (2) fostering literacy in children who come from non-mainstream cultures; and (3) literacy for English Language Learners (ELL/ESL) and for those with special learning characteristics. Gender differences in literacy acquisition are also explored.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze the differences between literacy development in the first language and the second language, and the implications for teaching second language learners. E1, SMU4, (K, A)
2. Design strategies to develop communication skills in listening, speaking, reading, and writing as an important contributor to academic success across the curriculum. E2, SMU4, (K)
3. Outline the features of English, including phonology, morphology, syntax, and semantics. G2, SMU6, (K)
4. Relate knowledge of English to other languages. G3, SMU6, (KA)
5. Analyze how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom. I3, SMU8, (K)
    

ESL605 Reflective Language Teaching (3 cr.)

Prerequisite(s): ESL600  
This course focuses on the development and practice of competencies for teaching in the elementary and secondary classroom. The three areas of emphasis are 1- planning, implementing, and evaluating learning in the school environment; 2- critical reflection, monitoring, and adjustment of professional practice; and 3- observation and understanding of administrative and instructional policies and procedures.

Upon completion of this course, students are expected to be able to do the following:

1. Reflect on language learning and teaching experiences and their influence on personal teaching philosophy. A (K, A)
2. Adopt appropriate learning materials and adapt teaching strategies to meet the second language needs of students with limited English proficiency in a school setting. B2, SMU1, (K, A)
3. Plan with other professionals to improve the quality of educational services provided to students with limited English proficiency. D4, SMU3, (K, A)
4. Incorporate communication skills in listening, speaking, reading, and writing as an important contributor to academic success across the curriculum. E2, (K, A)
5. Use a variety of communication techniques, verbal, nonverbal, and multimedia, and other technology-based resources that enhance student learning. E3, SMU4, (K, A)
6. Apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents. J1, (K, A)
7. Apply the research base for and the best practices of kindergarten and primary, intermediate, and middle level and high school education. J2, SMU9, (K, A)
8. Apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, and middle level and high school students within a range of educational programming models. J8, SMU9, (K, A)

ESL606 Methods Instruction for English Language Learners (3 cr.)

Prerequisite(s): ESL600  
This course covers historical, recent, and innovative methods, theories, and models of instruction for English language learners. Instructional design approaches for listening, speaking, reading, and writing consider culture, language and educational backgrounds, individual differences, and English level. Emphasis is on teaching English through academic content and collaboration with mainstream staff.

Upon completion of the course students are expected to be able to do the following:

1. Use multiple forms of instructional approaches to address different learning styles, background experiences, and performance modes of English language learners (ELLs). B1, SMU1, (K, A)
2. Adopt appropriate learning materials and adapt teaching strategies to meet the needs of ELLs in a K-12 school setting. B2, SMU1, (K)
3. Plan with other professionals to improve the quality of educational services provided to ELLs. D4, SMU3, (K)
4. Compare the differences between literacy development in the first language and the second language, and the implications of these differences when teaching ELLs. E1, SMU4, (K)
5. Design strategies to develop communication skills in listening, speaking, reading, and writing as important factors in academic success across the curriculum. E2, SMU4, (K)
6. Apply a variety of communication techniques when teaching and use verbal, nonverbal, multimedia, and other technology-based resources that enhance student learning. E3, SMU4, (K)
7. Develop curriculum goals and purposes based on the central concepts of ESL. J3, SMU9, (K)
8. Apply instructional strategies and materials to achieve student understanding and learning. J3, SMU9, (K) 
9. Align district, school, and department mission and goals in program planning. J4, SMU9, (K, A)
10. Formulate plans to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities. J4, SMU9, (K)
11. Apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, and middle level and high school students within a range of educational programming models. J8, SMU9, (K)
12. Evaluate research on English language learning.
     

ESL607 School and Community Collaborations for English Language Learners (3 cr.)

Prerequisite(s): ESL600  
This course includes a clinical experience for application of best practices for K-12 education for English language learners, including content-based methodologies, communication skills in curricular and co-curricular learning experiences, and involvement of the community as active partners in creating educational opportunities and programs.

Upon completion of the course, students are expected to be able to do the following:

1. Connect both language learning and subject matter content as essential to student success in an academic setting.
2. Design strategies to develop communication skills in listening, speaking, reading, and writing as important factors in academic success across the curriculum.
3. Apply the research base for and the best practices of kindergarten and primary, intermediate, and middle level and high school education.
4. Develop curriculum goals and purposes based on the central concepts of English as a second language and know how to apply instructional strategies and materials for achieving student understanding.
5. Formulate plans to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities.
6. Create co-curricular and extracurricular activities in the teaching and learning process.
7. Apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, and middle level and high school students within a range of educational programming models.
    

ESL608 Writing Instruction (3 cr.)

Prerequisite(s): ESL600  
This course focuses on the concepts and skills needed to develop strong writing programs for students who differ in how they acquire literacy because of language and/or cultural differences. Major topics include exploring the history of the English language; strengthening students’ use of academic language (including grammar, usage, mechanics, style); writing for varying purposes and audiences across content areas; deepening the understanding of the role of technology in writing; and formal and informal assessment of writing.

Upon completion of this course, students are expected to be able to do the following:

1. Understand a variety of methods, techniques, and program models suitable for second language instruction with diverse learners, including adapting existing materials to meet the needs of the students with limited English proficiency.
2. Demonstrate an understanding of communication instruction in the second language context and the importance of developing communication skills in listening, speaking, reading, and writing across the curriculum.
3. Understand and use formal and informal second language assessment techniques to determine appropriate placement and to evaluate the progress of students with limited English proficiency. 
4. Understand the contributions of general and applied linguistics to second language education.

ESL614 Contemporary Immigrant Literature (1 cr.)

This course explores contemporary writings about and by immigrants adjusting to life in American society.  Common themes include struggles with dual identities, feelings of helplessness and re-entry to childhood, homesickness, experiences with prejudice, and difficulties with learning English and gaining employment.  Genres include contemporary fiction, memoir, ethnographic studies, picture books, film media, and journalistic accounts.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze the unique needs of individuals immigrating to the United States, particularly those without English language fluency and transferable job skills.
2. Compare and contrast the integration experiences of people immigrating from different cultural and economic groups.
3. Develop a framework for assessing the assimilation status of adult English learners and their needs for themselves and their children.

ESL617 Researching Critical Issues of English Language Learners (2 cr.)

In this course ESL master’s degree candidates integrate their knowledge of current practices and policies in education of English learners with an understanding of historical and contemporary underlying immigration issues in American society.  Candidates choose a topic of interest to research in depth to demonstrate their ability to evaluate the role of schools as organizations within the larger community and the political context for integration of English learners in American society.This course includes an overview of research topics, including data collection, analysis, research ethics, as well as a focus on the following methodologies: action research, narrative inquiry, survey research, case studies, ethnographies, and discourse analysis.

Upon completion of this course, students are expected to be able to do the following:

1. Synthesize current policies regarding services to English learners with knowledge of past and current trends.
2. Demonstrate the value of critical thinking and self-directed learning.
3. Develop research questions or hypotheses related to policies that impact services to English learners.
4. Create a written research proposal.
5. Write a literature review investigating a particular ESL topic.
6. Use APA style correctly.

ESL618 Research Paper and Presentation (2 cr.)

Prerequisite(s): ESL617  
This course involves continued instruction on the fundamentals of ESL research-writing and further exploration of the student’s individual research topic. Each student develops the ESL 617 research proposal into a full-length 3-chapter thesis proposal, and delivers and defends an oral presentation on the thesis proposal.

Upon completion of this course, students are expected to be able to do the following:

1. Organize an academic research paper.
2. Investigate a particular ESL topic, using appropriate research methodology and data collection techniques.
3. Produce a final draft of an academic thesis proposal.
4. Deliver an oral presentation on thesis proposal.
5. Defend methodological choices on thesis proposal. 

ESL620 International Perspectives and Principles of Second Language Teaching (3 cr.)

Prerequisite(s): ESL600  
This course focuses on international perspectives of English language teaching, the ways the English language has been impacted by modern globalization, and principles of English language instruction in worldwide contexts. Major topics include sociocultural and sociolinguistic issues and pedagogical implications, the impact of global perspectives of English as an international language, World Englishes, and underlying implications of trends in international beliefs about English language teaching.

Upon completion of the course, students are expected to be able to do the following:

1. Demonstrate an understanding of the importance of using multiple forms of instructional approaches to address different learning styles, background experiences, and performance modes of English learners. (B1)
2. Articulate how cultural practices may differ and how these differences may affect the way students learn. (D1)
3. Describe how the students’ environment, including family circumstances, community systems, and health and economic conditions, may influence learning. (D3)
4. Explain the limitations of using traditional assessment procedures in the identification and placement of English learners in academic programs, including gifted and special education programs. (F2)
5. Apply formal and informal second language assessment tools, including item and test construction methods appropriate for English learners. (F1, F3)
6. Consider basic linguistic concepts and features of English, including phonology, morphology, syntax, and semantics as they relate to the second language classroom. (G1, G2)
7. Relate knowledge of the English language and its history and development to other languages. (G3, G4)
8. Articulate how cultural and social differences are reflected through cultural pluralism in the United States. (I1)
9. Identify specific examples of how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom. (I3)

E600 Ways of Reading (3 cr.)

In this course students examine the role of the reader in literary interpretation.  The course considers how diverse audience perspectives as well as the application of theoretical and other critical lenses help construct the life of the text.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate key concepts in literary and cultural theory.
2. Analyze how individual readings reflect and/or challenge theoretical assumptions about language and literature.
3. Reconstruct the critical conversation surrounding a work.
4. Contribute a critical reading that is effectively situated within an existing critical conversation.

E605 The Text in Focus (3 cr.)

In this course students examine how primary texts can be said to generate their own meaning. Particular attention is given to formal qualities, the relationship between literary elements and the text as a whole, classification by genre, and a text’s incorporation of other texts.

Upon completion of this course, students are expected to be able to do the following:

1. Identify and analyze formal qualities of texts.
2. Analyze how individual literary elements contribute to the possible meanings of a text.
3. Assess texts as representative of a genre/genres.
4. Analyze intertextual strategies among texts.
5. Employ effective literary discourse in original, organized, and sophisticated essays that defend a literary thesis with textual evidence.
6. Consult and incorporate appropriate secondary sources in support of literary claims.

E610 Authors and Authorship (3 cr.)

In this course students examine the significance of the author in one’s interpretation of texts. The course explores a variety of potential authorial functions, such as writer of a body of work, spokesperson of a culture, member of a particular tradition or movement, and arbiter of the text’s meaning.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the import of an author’s biography to the meaning of a text.
2. Analyze examples of authorial self-construction (narrative voice, intrusion of the author as a character, the author as “divine” architect, the incorporation of author figures or other artists within a text, etc.).
3. Draw connections between an author’s work and traditions or movements with which the author is identified.
4. Consider how an author’s larger body of work affects the meaning of an individual text.

E615 Literature in English from Around the Globe (3 cr.)

In this course students explore texts that attest to the richness and variety of literature composed in English.  Texts from within and beyond the British Isles are examined individually and in relation to each other, especially with regard to Britain’s colonial history and the globalization of the English language.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze important elements of literary texts written in English, especially within their broader social, political, and cultural histories.
2. Evaluate the possibilities and implications of the English language as a vehicle for literary expression.
3. Employ effective literary discourse in original, organized, and sophisticated essays that defend a literary thesis with textual evidence.
4. Consult and incorporate appropriate secondary sources in support of literary claims.
5. Evaluate the suitability of various literary works for different pedagogical purposes.

E620 Literatures of the United States (3 cr.)

In this course students explore various voices and literary practices that have contributed to narratives of American culture and identity. With particular attention paid to the perspectives of neglected or marginalized groups, canonical and non-canonical texts are put in conversation with each other.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze important elements of literary practices and traditions in the United States, especially within a broader social, political, and cultural history.
2. Employ effective literary discourse in original, organized, and sophisticated essays that defend a literary thesis with textual evidence.
3. Consult and incorporate appropriate secondary sources in support of literary claims.
4. Evaluate the suitability of various literary works for different pedagogical purposes.

E625 Ways of Writing (3 cr.)

In this course students explore various writing genres through examination of representative primary texts and through practice in composing original works.  Elements such as audience, rhetorical situation, and voice are highlighted.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze the rhetorical techniques of professional/creative genres through close critical reading.
2. Write original works that demonstrate competent use of professional discourse and/or creative conventions.
3. Articulate rhetorical/stylistic insights in class discussions or workshops.
4. Consult and incorporate appropriate sources in the service of original composition.
5. Evaluate the suitability of various genres and forms for different rhetorical purposes.

GN330 Arts and Social Change (3 cr.)

This course examines the aesthetic and contribution of performing, visual, and literary artists in creating social change. Intentions of the artist, controversy around censorship, involvement of stakeholders, and the transformative impact of the arts are explored. Fieldwork is required; students attend one event in their community to complete the coursework.

Upon completion of this course, students are expected to be able to do the following:

1. Express appreciation by formulating articulate responses to performing, literary and visual arts.
2. Define the role of activists in social change.
3. Explore the roles and intentions of the artist in performing, literary and visual arts influencing social change.
4. Examine government and other stakeholders’ impact on the work of artist activists.
5. Analyze the efforts and results of artists working for social change.

GN350 Humanities Studies: The Global Roots of Our American Identity (3 cr.)

This course explores the diverse voices of our fellow Americans (both immigrant and Native), considering the promises and disappointments of American life through reading fiction, essays, memoirs, and poetry; viewing film and videos; and developing a personal narrative using digital storytelling. With the exception of Native Americans (for whom immigration was displacement), Americans have all come from somewhere else. These journeys were both voluntary, due to economic or political hardships or the promise of a different life in America, and involuntary, as slaves or servants or dispossessed peoples. Students reflect on and share what an American Identity means in light of these voices.
 

Upon completion of this course, students are expected to be able to do the following:

1. Critique fictional and nonfictional accounts, poetry or other art forms which engage issues related to immigration and those displaced by it.
2. Reflect upon the diversity of these voices, distinguish various themes and compare where they are in agreement and where they collide.
3. Employ critical thinking skills to reflect upon in the course readings and other media.
4. Examine the global nature of American Immigration and contrast the multiple ethnic, cultural and global perspectives and how those cultural roots are reflected in American life.
5. Investigate and employ hands-on research skills to construct their family’s own migration story, or interview and report on the story of a friend or neighbor.
6. Apply and experiment with writing and narrative skills in the production of a digital story.
7. Combine and synthesize written and web sources to develop and share thoughts and reflections in writing and using other communication forms.

GN380 Contemporary Environmental Issues (3 cr.)

This course examines the impact of human activity on the earth’s physical environment.  A variety of environmental considerations and issues such as energy conservation and global warming are analyzed.  Environmental issues are reviewed from a variety of political, economic, and media contexts. Consideration is given to a variety of energy sources, affordability and environmental impact, as well as analysis of energy and environmental issues portrayed through the media.

Upon completion of this course, students are expected to be able to do the following:

1. Describe the contemporary domestic and international environmental issues.
2. Analyze the ecology of both natural and built environments.
3. Evaluate how human activities impact the earth’s physical environment.
4. Outline strategies of conservation that maintain or restore the natural environment.
5. Analyze the positions on environmental issues presented by various stakeholders through today’s media.

PSY315 General Psychology (3 cr.)

This course provides an overview of the discipline of psychology including basic psychological processes, concepts, and methods. Major theories and contributors are studied.

Upon completion of the course, students are expected to be able to do the following:

1. Overview major themes encompassed by the field of psychology.
2. Take into account both the biological basis of psychology and the role of culture as pivotal in shaping basic psychological processes.
3. Examine key conceptual orientations used by psychologists to describe psychological phenomena.

GIS605 GIS Methods (3 cr.)

This course introduces the concepts of spatial data creation, editing, and analysis using GIS software. Emphasis is placed on spatial concepts and understanding and utilizing standard operation procedures. Topics covered include coordinate systems, topological editing, metadata, overlay analysis, and cartography. Technical proficiency is a primary objective of the course reinforced by significant practical exercises utilizing GIS software.

Upon completion of this course students are expected to be able to do the following:

1. Apply knowledge of principles, theories, and concepts of spatial data analysis.
2. Use basic and advanced GIS analysis techniques.
3. Create effective maps and figures.
4. Implement practices to promote spatial data integrity.

GIS608 Internet Mapping (3 cr.)

Prerequisite(s): GIS605  or equivalent
This course introduces students to effective use of the internet as a medium to publish map data. It examines the basic implementation details associated with serving spatial data and GIS capabilities over the Internet. Students are introduced to Internet mapping software as well as the particulars of designing and operating an effective map publishing/customization environment.

Upon completion of this course students are expected to be able to do the following:

1. Develop custom web applications and functional user interfaces.
2. Use the internet as a vehicle to acquire and disseminate spatial data and solutions.
3. Apply the concepts and logic of internet mapping technologies.
4. Implement strategies for improving performance of GIS services and applications.

GIS619 Statistical Analysis (3 cr.)

This course introduces basic and fundamental statistics with emphasis on the more sophisticated tests and analysis common to sciences and technology researchers. Substantial attention is given to analysis of variance and experimental design.

Upon completion of the course students are expected to be able to do the following:

1. Use descriptive statistics including measures of central tendency and dispersion.
2. Evaluate inferential statistics including parametric and nonparametric techniques, and when each might best be employed.
3. Critique the importance of experimental design in the successful conduct of a research project.
4. Apply knowledge of principles, theories and concepts to experimental design, data analysis, and interpretation.

GIS632 Programming Principles (3 cr.)

This course on foundational programming skills addresses variables, loops, conditions, functions, arrays, objects, methods, forms, event handling, and web-based programming.

Upon completion of this course students are expected to be able to do the following:

1. Develop custom applications and interfaces.
2. Demonstrate the concepts and logic of structured computer programming.
3. Apply the concepts and logic of object-oriented, event-driven programming with Visual Basic in application development.
4. Develop applications that offer a functional and sophisticated interface to the user.

GIS636 Advanced Research Methods (3 cr.)

This course examines effective research methodologies and grant writing fundamentals best used in understanding requirements and expectations associated with the graduate research project. This includes formatting and graphic requirements, literature review development, graduate proposal design, and expectations of the final journal-style graduate project manuscript. Additional emphases include ethical frameworks of research in technology and research related to varying aspects of grant writing/fund solicitation. Grant writing studies include discussions of grant sources, needs assessment, budgeting principles, developing full proposals, and proposal evaluation.

Upon completion of the course students are expected to be able to do the following:  

1. Synthesize research and processes utilizing various formats to formulate reviews of literature and proposals suited to graduate research project preparation.
2. Apply ethical principles and frameworks for decision making.
3. Use processes and strategies to develop journal-style manuscripts.
4. Implement strategies to research and develop grant proposals.

GIS642 Database Design and Administration (3 cr.)

Prerequisite(s): GIS605  or equivalent
This course follows a logical progression through basic data and database concepts into design theories, creation, and implementation of an enterprise spatial database. The course explores the role of various tabular structures, from simple flat files to the relational geodatabase. 

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of database terminology, design techniques, and data issues.
2. Collect, format, manage, and implement both spatial and tabular data within a GIS.
3. Design and develop geodatabases that promote data integrity and usability.
4. Demonstrate a basic knowledge of relational database management systems such as SQL Server and ArcSDE.
5. Use basic standard query language to manage and query databases.

GIS645 Project Management (3 cr.)

This is a basic introductory course which presents concepts related to the management and supervisory skills necessary to effectively and proficiently implement multi-sized projects and/or programs. Course elements include management, administration, strategic planning/controlling/execution, scheduling, budgeting, GIS project integration, analyzing WBS, report writing/presentation, and project infrastructure.

Upon completion of the course students are expected to be able to do the following:  

1. Apply knowledge of principles, theories, and concepts of project management to technical projects.
2. Differentiate between management and leadership.
3. Identify and plan within project life cycles.
4. Use basic budgeting and financial management skills.
5. Exchange ideas and information in a clear and concise manner to stakeholders.

GIS656 Spatial Data Collection (3 cr.)

This field and laboratory course introduces methods basic to the collection of data in a manner suitable for spatial analysis. Topics include basic orienteering, land navigation, total station and topographic surveying, use of global positioning systems (GPS) and mobile GPS, and preparation of data for conversion to a digital format.  

Upon completion of the course students are expected to be able to do the following:

1. Create and effectively utilize maps and figures.
2. Appreciate the importance of reference frameworks.
3. Apply best practice for capturing, utilizing, and automating field data.
4. Utilize instruments such as GPS and total station surveying technology to effectively capture spatial data in the field and import it into a GIS.
5. Recognize multiple technology options to collect data. 

GIS663 Advanced Modeling and Analysis (3 cr.)

Prerequisite(s): GIS605  or equivalent
This course builds on fundamental and advanced GIS concepts that promote problem solving, modeling, and critical thinking. The course explores research and use of designing models to effectively solve spatial and analytical challenges. The course addresses real-world problems in business, natural resources, emergency management/homeland security, and other areas. Problem-solving approaches for advanced challenges are accomplished using an array of software options.

Upon completion of the course, students are expected to be able to do the following:

1. Apply principles, theories, and concepts to both basic and advanced analyses.
2. Develop custom applications and interfaces.
3. Utilize a variety of diverse data formats, software, and database types.
4. Assess data, designs, analysis results, and supporting research.

GIS670 Advanced GIS and Imagery Analysis (3 cr.)

Prerequisite(s): GIS605  or equivalent
This course promotes exploration and utilization of advanced functionality of GIS technology. Substantial effort is directed toward developing proficiency in understanding data at complex levels with an emphasis on advanced raster and spatial analysis. The course covers advanced GIS analysis, image analysis techniques, and geospatial topic-specific areas of study.

Upon completion of this course, students are expected to be able to do the following:  

1. Analyze geospatial data through principles, theories, and concepts.
2. Understand basic and advanced GIS analysis techniques.
3. Identify benefits and disadvantages to working with diverse data sets.
4. Create and utilize maps and figures.
5. Develop conceptual designs for problem solving.

GIS671 GIS Customization (3 cr.)

Prerequisite(s): GIS605  or equivalent, and GIS632  or consent of program director
This course focuses on customization of a GIS through programming and scripting languages.  Emphasis of the course is on customization of the ArcGIS software, including modifications of the user interface, automation of workflows, and building custom applications. 

Upon completion of the course students are expected to be able to do the following:

1. Develop custom applications and interfaces that offer a functional and sophisticated interface to the user. 
2. Respond to specific scripting requirements to improve geoprocessing and analytical workflows.
3. Apply the concepts and logic of object-oriented, event-driven programming.

GIS672 GeoDesign (3 cr.)

Prerequisite(s): GIS605  or equivalent
This course covers how to use GIS tools to address real-world social, economic, and environmental planning scenarios. The skills and techniques presented in the course provide an effective and efficient means of carrying out spatial planning tasks. Learners are able to focus their learning from among the following geodesign implementations: business, natural resources, emergency management, or urban and regional planning.

Upon completion of the course students are expected to be able to do the following:

1. Develop familiarity with relevant data sources used for planning purposes.
2. Demonstrate competence with established spatial planning processes.
3. Create effective maps and figures.
4. Resolve issues based on evidence weighed against established criteria.
5. Evaluate data and technology to understand simple and complex problems.

GIS673 GIS Legal Fundamentals (3 cr.)

This course explores the basics of the legal system and legalities associated with the collection, use, and sharing of spatial data, non-spatial data, and technology. Learners are exposed to legal considerations in specific areas of the law, including privacy and data practices, administrative law, criminal law, environmental law, intellectual property, liability, and other areas.

Upon completion of the course students are expected to be able to do the following:

1. Identify technical, legal, and policy issues relating to the collection, use, and sharing of spatial and location data.
2. Balance societal and economic benefits of geospatial and related technology against the potential risks to privacy and security.
3. Evaluate various legal policies impacting current and emerging technologies.
4. Relate structures of the legal system and how geospatial and other technology can be used within it.

GIS674 Location Analytics (3 cr.)

This course explores the principles of location analytics useful to business intelligence and the role location analytics plays in seeking a competitive market advantage. Applications may include marketing, consumer behavior, customer relationships, demographics, sales, insurance, community planning, competition, etc. The course utilizes processes, software, and data requirements necessary to implement technology-based location analytics.

Upon completion of the course students are expected to be able to do the following: 

1. Apply knowledge of principles, theories, and concepts of business intelligence to location analytics.
2. Articulate the role of data and demographics used in decision-making.
3. Analyze visual and spatial patterns using statistical and spatial data. 
4. Implement technical and research strategies to apply data in various applications in related business fields.

GIS675 Graduate Project Completion (0 cr.)

GIS693 Graduate Project I (3 cr.)

Prerequisite(s): GIS636  or consent of program director
This course is grounded in developing a sound literature review, research proposal, and initial data augmentation as the first phase of the final graduate research project.    

Upon completion of the course students are expected to be able to do the following:  

1. Apply knowledge of advanced principles, theories, and concepts of spatial data analysis for GIS research, design, and implementation.
2. Select relevant peer-reviewed literature on a focus topic.
3. Create a literature review.
4. Develop a research proposal with data collection methods specified.

GIS694 Graduate Project II (3 cr.)

Prerequisite(s): GIS693  
This course implements the graduate proposal, writing the final research manuscript, and presenting research findings through a defense/public presentation. Research tasks may include, but are not limited to refining and /or automating data, developing appropriate analysis of data, and/or statistical analysis used in confirming hypotheses or beliefs. Research findings are written in a professional journal-style project manuscript that conforms to the program handbook. 

Upon completion of the course students are expected to be able to do the following:  

1. Apply knowledge of advanced principles, theories, and concepts of spatial data analysis for GIS research, design, and implementation.
2. Defend research methods and outcomes using both oral and written means according to professional program standards.

GESP600 Foundations of Gifted Inclusive Education (3 cr.)

This course presents philosophical, ethical, and culturally responsive lenses through which to consider the impact of learning differences, culture and language, social economics, and other exceptionalities in the development and recognition of giftedness.

GESP601 Developing Gifted Learners (3 cr.)

GESP602 Instructional Design for Gifted Inclusiveness (3 cr.)

GESP603 Creative Application of Gifted Inclusive Education (3 cr.)

GESP604 Leadership in Gifted Inclusive Education (3 cr.)

HS612 Health Informatics and Application (3 cr.)

1. Locate and describe regulations and strategic uses of data and information for healthcare, long-term care, or human services.
2. Use historical and real-time data to make decisions through predictive analytics.
3. Differentiate between advantages (opportunities) and disadvantages (risks) of information technology when applied to the delivery of care and services within current and anticipated systems.
4. Identify specific technologies available for the collection, analysis, retrieval, storage, and dissemination of information.
5. Address how technology and predictive analytics can support the planning, implementation, and evaluation of current and future administrative, clinical, financial, and operational service programs.
6. Analyze the effectiveness of standardized vocabularies and classification systems, and identify how these systems impact delivery of care.
7. Understand the ethical and management challenges that exist with information technologies in the health and human services sectors. 

HS658 Human Resources in the Health and Human Services Sectors (3 cr.)

1. Outline the key components of human resource management and the value added by this functional area, including the essential components of effective job analysis and design, development of position descriptions and fundamental employee health and safety programs.
2. Identify current and emerging human resource issues and scenarios within health sector organizations, and relevant laws, regulatory requirements, and industry best practices impacting them.
3. Analyze the broad role of human resource management within the health sector, including workforce recruitment, development, evaluation, engagement and retention programs, succession and strategic planning to maximize resident/patient/client quality of life, quality of care, and workforce satisfaction and engagement.
4. Understand how human resource, change management, and leadership development programs are planned, implemented, and evaluated to address diversity, inclusion, and culturally responsive practices.
5. Negotiate, interpret, and implement contractual and financial agreements, including those related to organized labor, managed care, vendors, and consultative services.

HS662 Financial Practices in the Health and Human Services Sectors (3 cr.)

This course explores the skills required for effective, ethical financial management within the health sector. Students analyze and interpret financial statements, create and evaluate operating and capital budgets, and incorporate general principles of financial management.

Upon completion of this course, students are expected to be able to do the following:

1. Relate the historical context of healthcare financial management, theory, and concepts to the current state of the health sector.
2. Create and evaluate an operating and capital budget for an organization.
3. Examine the reimbursement requirements and regulatory compliance on financial performance, including exploration billing and collections practices.
4. Analyze and evaluate the financial statements of organizations in the health or human service sectors.
5. Use the tools of financial forecasting, planning, auditing programs, reporting systems, and control needed to make managerial decisions within the health sector.

HS671 Human Services Systems (3 cr.)

This course provides a historical overview of the foundation of human services caring for the vulnerable adult population. Topics include social, legislative, and economic forces influencing the past, current, and future existence of human services and how these systems have brought about change.

Upon completion of this course, students are expected to be able to do the following:

1. Compare the evolution of various types of vulnerable adult services.
2. Analyze the impact of social, economic, and regulatory forces on planning and objective setting.
3. Evaluate the emergence of organizational designs, operations, and governance.
4. Analyze the factors influencing the organizational outcomes and customer satisfaction.

HS672 Health Systems (3 cr.)

This course evaluates the fundamentals of current healthcare delivery systems in the U.S. Topics include healthcare regulatory and financial systems, healthcare delivery operations, and organizational design theories.

Upon completion of this course, students are expected to be able to do the following:

1. Describe the structure and function of healthcare delivery systems related to organizational design theories, including the continuum of care and population health needs.
2. Analyze current healthcare systems trends and the impact on future healthcare delivery.
3. Evaluate healthcare regulatory and financing oversight, and financing and payment options.
4. Analyze challenges faced by and remedies for current healthcare systems.

HS698 Capstone (3 cr.)

Prerequisite(s): All required coursework
In this course, students integrate theory and practice by formulating and completing a project that applies the program outcomes to the field of health and human services administration.

Upon completion of this course, students are expected to be able to do the following:

1. Complete and analyze individual competencies, using the ACHE Competencies Assessment Tool and NAB AIT Self-Assessment, to develop an ongoing professional development plan with a focus on program outcomes and concepts from coursework.
2. Compile a final paper that poses a research question, synthesizes related literature, analyzes the findings in terms of reproducibility and generalizability, and relates findings to contemporary practice and program objectives.
3. Present professional portfolio, including a professional-level poster presentation, summarizing conclusions of the final project.

HS710 Advanced Research, Writing, and Communication (3 cr.)

This course focuses on graduate academic and professional writing skills within the health sector, including voice and style, ethical use of source material, and revision.  Students learn to identify and evaluate resources relevant to the research, writing, and communication process with an emphasis in the health sector.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze and synthesize a variety of credible sources relevant to a research question.
2. Integrate source material into academic and professional writing, including correct use of summary, paraphrase, and quotation, along with proper citation.
3. Evaluate various modes of organizational and health-related communication, including emerging technologies.
4. Apply various communication styles, including variations found within diverse cultural, gender, and generational groups.

HS711 Finance for Health Services Administrators (3 cr.)

Prerequisite(s): HS612 , HS658 , HS715 , HS716  
This course examines the practices and procedures associated with ethical financial practices in the health sector. Public policy, ethics, stewardship, and the economic forces that influence organizations within the health sector are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate budget decisions and common economic variables to advance financial viability and growth of organizations within the health sector.
2. Describe and interpret how market forces and public policy may affect the financial operations of a healthcare entity, including the emergence of risk adjusted and risk sharing models for population health management.
3. Develop, implement, monitor, and evaluate financial policies and procedures that comply with Generally Accepted Accounting Principles. 
4. Review and demonstrate an understanding of contract negotiation and implementation, including the anticipated impact on an organization.
5. Identify and establish policies, procedures, and practices to mitigate risk and safeguard the assets of the organization.

HS712 Health and Human Service Systems (3 cr.)

This course evaluates the fundamentals of current healthcare and human services delivery systems in the U.S. Topics include health sector regulatory and financial systems, delivery operations, and organizational design theories.

Upon completion of this course, students are expected to be able to do the following:

1. Compare the evolution of various types of services for vulnerable individuals and populations.
2. Analyze the impact of social, economic, political, and regulatory forces on planning and objective setting.
3. Evaluate the emergence of organizational designs, operations, and governance in the health sector.
4. Analyze the factors influencing organizational outcomes and consumer/patient/client satisfaction.
5. Assess and analyze how the health sector financing and policy, care management, private health coverage, and government programs and reforms (including Medicare, Medicaid, and the ACA) impact the cost, quality, experience, and outcomes of care and delivery systems within the U.S.

HS713 Aging, Illness, and the Continuum of Care (3 cr.)

This course provides a culturally responsive overview and comparison of the aging process and illness.  Identification of resources designed to support healthy aging as well as understanding various health and human service agencies that meet the needs of the disabled, acute and chronically ill, and the medically complex are covered.  This course covers the language and basic understanding of healthcare and human services needs for clients, patients, and residents across the continuum of care.

Upon completion of this course, students are expected to be able to do the following:

1. Differentiate between aging and disease progression as distinct but interrelated factors in human development.
2. Effectively define and communicate common medical and pharmacological terms for individuals and care providers.
3. Describe the common physical, social, and psychological aspects of the human development process, focusing on the disabled and chronically ill, as well as the various approaches to addressing individual needs.
4. Identify and develop culturally responsive best practices for addressing common elderly/disabled/chronically ill and medically complex individuals within an agency, facility, or community-based setting.
5. Research and evaluate the laws and agencies (both public and private) addressing the needs of vulnerable populations in residential and community-based settings.

HS715 Advanced Health Policy and Ethics (3 cr.)

Prerequisite(s): HS710 , HS662 , HS712 , HS713  
This course examines the ethical, legal, and culturally relevant dimensions of the U.S. health sector, including nonprofit, for-profit, and public health systems. Topics include ethical issues, public policy, stewardship, and compliance standards impacting healthcare finance and delivery; frameworks for ethical decision making; socio-economic impacts on public policy; and strategies for influencing the policy-making process within the health sector.

Upon completion of this course, students are expected to be able to do the following:

1. Apply frameworks for ethical administrative decision making.
2. Analyze policies and laws impacting the delivery and financial operations of services for vulnerable individuals and communities.
3. Evaluate the effect of current policies, payment systems, and regulatory agencies on quality and system performance.
4. Examine and evaluate policy environment and solutions, while exploring ways to influence the creation and implementation of public policy.

HS716 Health and Human Service Administration (3 cr.)

Prerequisite(s): HS710 , HS662 , HS712 , HS713  
This course explores applied theories and skills of leadership and management within the health and human service sectors. Leadership styles and culturally responsive approaches to decision making are examined. Topics such as governance, vision and mission, strategic planning, business decision support, and promotion of sustainable, ethical organizational growth, and organization stewardship are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Illustrate roles, relationships, and legal responsibilities for administration, board members, departmental managers, clinicians, staff, external stakeholders, and suppliers.
2. Articulate an overview of the scope and roles within strategic planning and external relations (market research, marketing, public and communication relations, communication, media, and government relations).
3. Communicate organizational vision and manage internal communication and cross-functional teamwork.
4. Analyze organizational board governance systems for effective implementation of shared vision and mission.
5. Evaluate strategies for promoting and leading organizational change.
6. Evaluate ethical standards and decision-making models for health and human service administration.

HS717 Health Sector Quality and Performance Improvement (3 cr.)

1. Apply project management tools, quality improvement terms, frameworks, and processes in the context of the health and human services settings.
2. Identify project integration, scope, time, cost, quality, human resource requirements, communications, risk, and procurement management process inputs, tools and techniques, and outputs.
3. Analyze stakeholder needs and expectations, and unique aspects in the health sector.
4. Assess tools and strategies to effectively manage projects within organizations in the health sector to advance quality, cost, satisfaction, and value improvement.
5. Identify approaches to apply change management, process/performance/quality improvement, and project management to improve the performance within the health sector.
6. Develop and integrate creative, adaptive strategies that promote positive change and innovation.

HS720 Strategic Health and Human Services Leadership (3 cr.)

Prerequisite(s): HS612 , HS658 , HS715 , HS716  
This course focuses on leadership principles designed to create and sustain organizations and programs in the health and human services sectors through the creation and implementation of vision, mission, and reflective practices. Leadership styles coupled with personal, cultural, and ethical awareness are evaluated.

Upon completion of this course, students are expected to be able to do the following:

1. Identify and synthesize ethical and culturally responsive management and leadership principles and styles in the health and human services sectors.
2. Create a vision and mission to optimize health and human service system performance, including exploration of emerging and innovative system design, technology, and partnerships.
3. Compare strategic planning models to best support the organizational mission.
4. Evaluate and apply best practice change management to ensure application of system, workforce, data, and technology-oriented solutions.

HS730 Health Services Executive Practicum 1 (2 cr.)

Prerequisite(s): HS662 , HS710 , HS712 , HS713  
The 500-hour practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB). This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management. Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the requirements for you to take the MN Nursing Home Administration licensing exam and NAB (http://www.nabweb.org/) for national or state-by-state requirements.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of all functions of the long-term care facility departments.
2. Analyze results of regulatory requirements and inspections and write and implement a plan of correction, including in-service education.
3. Explain the roles of the nursing facility administrator and the facility relationships in the context of operations, governance, community relations, resident councils, and other health care providers operating in the continuum of care.
4. Complete research designed to improve operations and inform decision making on a current issue.
5. Prepare for the Minnesota Board of Examiners for Nursing Home Administrators exam.

HS731 Health Services Executive Practicum 2 (2 cr.)

Prerequisite(s): HS662 , HS710 , HS712 , HS713  
The 500-hour practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB). This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management. Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the requirements for you to take the MN Nursing Home Administration licensing exam and NAB (http://www.nabweb.org/) for national or state-by-state requirements.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of all functions of the long-term care facility departments.
2. Analyze results of regulatory requirements and inspections and write and implement a plan of correction, including in-service education.
3. Explain the roles of the nursing facility administrator and the facility relationships in the context of operations, governance, community relations, resident councils, and other health care providers operating in the continuum of care.
4. Complete research designed to improve operations and inform decision making on a current issue.
5. Prepare for the Minnesota Board of Examiners for Nursing Home Administrators exam.

HS732 Health Services Executive Practicum Completion (0 cr.)

Prerequisite(s): HS710 , HS662 , HS712 , HS713  
The 500-hour practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB). This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management. Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the requirements for you to take the MN Nursing Home Administration licensing exam and NAB (http://www.nabweb.org/) for national or state-by-state requirements.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of all functions of the long-term care facility departments.
2. Analyze results of regulatory requirements and inspections and write and implement a plan of correction, including in-service education.
3. Explain the roles of the nursing facility administrator and the facility relationships in the context of operations, governance, community relations, resident councils, and other health care providers operating in the continuum of care.
4. Complete research designed to improve operations and inform decision making on a current issue.
5. Prepare for the Minnesota Board of Examiners for Nursing Home Administrators exam.

HS735 Administrator in Training 1 (2 cr.)

Prerequisite(s): HS662 , HS710 , HS712 , HS713  
This course provides practical learning experiences within the context of a health system to complement the student’s academic training. The course requires at least 120 hours.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of functions of the facility departments.
2. Recommend ethical and culturally responsive solutions to known gaps and challenges within the organization through the framework for the Triple Aim from the Institute of Healthcare Improvement and the American College of Healthcare Executives Code of Ethics.
3. Analyze regulatory oversight of the organization.
4. Explain the roles of staff, managers, administrators, and clinicians within the context of operations, finance, public policy, governance, and community relations related to the scope of services provided within the organization.
5. Complete research designed to improve operations and inform decision making on a current issue.

HS736 Administrator in Training 2 (2 cr.)

Prerequisite(s): HS662 , HS710 , HS712 , HS713  
This course provides practical learning experiences within the context of a health system to complement the student’s academic training. The course requires at least 120 hours.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of functions of the facility departments.
2. Recommend ethical and culturally responsive solutions to known gaps and challenges within the organization through the framework for the Triple Aim from the Institute of Healthcare Improvement and the American College of Healthcare Executives Code of Ethics.
3. Analyze regulatory oversight of the organization.
4. Explain the roles of staff, managers, administrators, and clinicians within the context of operations, finance, public policy, governance, and community relations related to the scope of services provided within the organization.
5. Complete research designed to improve operations and inform decision making on a current issue.

HS740 Clinical Practicum 1 (1 cr.)

This course provides the student with an orientation to the clinical area and the electronic medical record (EMR), as well as the opportunity to begin preliminary interpretation of echocardiographic exams performed by cardiac sonographers. Students are responsible for integrating echocardiographic data acquired by the sonographer, obtaining additional data as required, preparing a preliminary report, and delivering the report to interpreting physicians.

Upon completion of this course, students are expected to be able to do the following:

1. Orient to clinical area and EMR applications.
2. Achieve passing grade on Image Quality Critique competency.
3. Achieve passing grade on Report competency.
4. Review a minimum of 50 cases (including practice cases).
5. Achieve an average score of > 8.0 for case reviews.

HS741 Clinical Practicum 2 (1 cr.)

Students continue to integrate academic and clinical knowledge through providing preliminary interpretation of complex echocardiographic exams. Students are responsible for integrating echocardiographic data acquired by the sonographer, obtaining additional data as required, preparing a preliminary report, and delivering the report to interpreting physicians.

Upon completion of this course, students are expected to be able to do the following:

1. Review a minimum of 50 cases.
2. Achieve an average cumulative score of > 8.0 for case reviews.
3. Complete learning modules and continue formal study review with ACS faculty and/or interpreting physicians.

HS742 Clinical Practicum 3 (1 cr.)

Students continue to integrate academic and clinical knowledge through providing preliminary interpretation of complex echocardiographic exams.  Students are responsible for integrating echocardiographic data acquired by the sonographer, obtaining additional data as required, preparing a preliminary report, and delivering the report to interpreting physicians.

Upon completion of this course, students are expected to be able to do the following:

1. Review a minimum of 50 cases.
2. Achieve an average cumulative score of > 9.0 for case reviews.
3. Complete learning modules and continue formal study review with ACS faculty and/or interpreting physicians.

HS743 Clinical Practicum 4 (1 cr.)

Students are expected to show proficiency in integrating echocardiographic data acquired by the sonographer, obtaining additional data as required, preparing a preliminary report, and delivering the report to interpreting physicians.  The student also provides written assessment of staff sonographer performance during this rotation.  If the student is showing adequate clinical progress, training opportunities may be arranged for advanced modalities such as 3D echocardiography.  In addition, an Advanced Cardiovascular Sonographer credentialing exam mock board exam will be made available to students.

Upon completion of this course, students are expected to be able to do the following:

1. Review a minimum of 50 cases.
2. Achieve an average cumulative score of > 10.0 for case reviews.
3. Complete final clinical competencies.
4. Complete Mock ACS credentialing exam.
5. Continue formal study review with ACS faculty and/or interpreting physicians.
6. Complete final clinical competencies  and sonographer peer review competency.

HS745 Field Experience 1 (2 cr.)

Prerequisite(s): HS662 , HS710 , HS712 , HS713  
This course provides students with opportunities for in-depth experiences, and the application and analysis of leadership. The areas of personal leadership styles, problem solving, critical thinking, and communication are critical to success in administration. This course provides opportunities for students to practice and build these administrative and leadership skills. At least 120 hours are required to earn credit for the course.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze leadership styles and personal beliefs, particularly focused on the framework outlined in American College of Healthcare Executives Code of Ethics.
2. Identify, research, and offer resolution related to a pre-approved issue, gap, or opportunity within an organization in the health sector, particularly focused on the framework for the Triple Aim from the Institute of Healthcare Improvement.
3. Understand and articulate the organization’s culture, challenges, and opportunities with a focus on improving human and organizational performance.
4. Document and analyze the learnings from the experience.

HS746 Field Experience 2 (2 cr.)

Prerequisite(s): HS662 , HS710 , HS712 , HS713  
This course provides students with opportunities for in-depth experiences, and the application and analysis of leadership. The areas of personal leadership styles, problem solving, critical thinking, and communication are critical to success in administration. This course provides opportunities for students to practice and build these administrative and leadership skills. At least 120 hours are required to earn credit for the course.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze leadership styles and personal beliefs, particularly focused on the framework outlined in American College of Healthcare Executives Code of Ethics.
2. Identify, research, and offer resolution related to a pre-approved issue, gap, or opportunity within an organization in the health sector, particularly focused on the framework for the Triple Aim from the Institute of Healthcare Improvement.
3. Understand and articulate the organization’s culture, challenges, and opportunities with a focus on improving human and organizational performance.
4. Document and analyze the learnings from the experience.

HS747 Health Sector Leadership Initiative and Analysis 1 (2 cr.)

Prerequisite(s): HS710 , HS662 , HS712 , HS713  
This course provides students with opportunities for in-depth experiences that involve the application and analysis of leadership. The areas of personal leadership styles, problem solving, critical thinking, and communication are critical to success in administration. This course provides opportunities for students to practice and build these administrative and leadership skills.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze leadership styles and personal beliefs, particularly focused on the framework outlined in American College of Healthcare Executives Code of Ethics.
2. Identify, research, and offer resolution related to a pre-approved issue, gap, or opportunity within an organization in the health sector, particularly focused on the framework for the Triple Aim from the Institute of Healthcare Improvement.
3. Articulate the organization’s culture, challenges, and opportunities, with a focus on improving human and organizational performance.
4. Document and analyze learnings from the experience.

HS748 Health Sector Leadership Initiative and Analysis 2 (2 cr.)

Prerequisite(s): HS747  
This course provides students with opportunities for in-depth experiences that involve the application and analysis of leadership. The areas of personal leadership styles, problem solving, critical thinking, and communication are critical to success in administration. This course provides opportunities for students to practice and build these administrative and leadership skills.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze leadership styles and personal beliefs, particularly focused on the framework outlined in American College of Healthcare Executives Code of Ethics.
2. Identify, research, and offer resolution related to a pre-approved issue, gap, or opportunity within an organization in the health sector, particularly focused on the framework for the Triple Aim from the Institute of Healthcare Improvement.
3. Articulate the organization’s culture, challenges, and opportunities, with a focus on improving human and organizational performance.
4. Document and analyze learnings from the experience.

HS750 Nursing Home Practicum 1 (200-250 hours) (1 cr.)

Prerequisite(s): Permission of the Program Director
This practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB). This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management. Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the requirements for you to take the MN Nursing Home Administration licensing exam and NAB (http://www.nabweb.org/) for national or state-by-state requirements.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of all functions of the nursing facility departments.
2. Analyze results of regulatory inspections, write and implement a plan of correction including in-service education.
3. Explain the roles of the nursing facility Administrator and the facility relationships in the context of operations, governance, community relations, resident councils and other health care providers operating in the continuum of health care.
4. Complete research designed to improve operations and inform decision-making on a current issue.
5. Develop competence in “AIT Model Standards Covering the Domains of Practice”

a. Domain 10 – Customer Care, Support, and Services
b. Domain 20 – Human Resources
c. Domain 30 – Finance
d. Domain 40 – Environment
e. Domain 50 – Management and Leadership

6. Develop a clear understanding of what is needed to pass their respective State and NAB tests.

HS751 Nursing Home Practicum 2 (250 hours) (1 cr.)

Prerequisite(s): HS750  
This practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB). This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management. Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the requirements for you to take the MN Nursing Home Administration licensing exam and NAB (http://www.nabweb.org/) for national or state-by-state requirements.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of all functions of the nursing facility departments.
2. Analyze results of regulatory inspections, write and implement a plan of correction including in-service education.
3. Explain the roles of the nursing facility Administrator and the facility relationships in the context of operations, governance, community relations, resident councils and other health care providers operating in the continuum of health care.
4. Complete research designed to improve operations and inform decision-making on a current issue.
5. Develop competence in “AIT Model Standards Covering the Domains of Practice”

a. Domain 10 – Customer Care, Support, and Services

b. Domain 20 – Human Resources

c. Domain 30 – Finance

d. Domain 40 – Environment

e. Domain 50 – Management and Leadership

6. Develop a clear understanding of what is needed to pass their respective State and NAB tests.

HS752 Nursing Home Practicum 3 (250 hours) (1 cr.)

Prerequisite(s): HS751  
This practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB). This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management. Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the requirements for you to take the MN Nursing Home Administration licensing exam and NAB (http://www.nabweb.org/) for national or state-by-state requirements.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of all functions of the nursing facility departments.
2. Analyze results of regulatory inspections, write and implement a plan of correction including in-service education.
3. Explain the roles of the nursing facility Administrator and the facility relationships in the context of operations, governance, community relations, resident councils and other health care providers operating in the continuum of health care.
4. Complete research designed to improve operations and inform decision-making on a current issue.
5. Develop competence in “AIT Model Standards Covering the Domains of Practice”

a. Domain 10 – Customer Care, Support, and Services

b. Domain 20 – Human Resources

c. Domain 30 – Finance

d. Domain 40 – Environment

e. Domain 50 – Management and Leadership

6. Develop a clear understanding of what is needed to pass their respective State and NAB tests

HS753 Nursing Home Practicum 4 (250 hours) (1 cr.)

Prerequisite(s): HS752  
This practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB). This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management. Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the requirements for you to take the MN Nursing Home Administration licensing exam and NAB (http://www.nabweb.org/) for national or state-by-state requirements.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of all functions of the nursing facility departments.
2. Analyze results of regulatory inspections, write and implement a plan of correction including in-service education.
3. Explain the roles of the nursing facility Administrator and the facility relationships in the context of operations, governance, community relations, resident councils and other health care providers operating in the continuum of health care.
4. Complete research designed to improve operations and inform decision-making on a current issue.
5. Develop competence in “AIT Model Standards Covering the Domains of Practice”

a. Domain 10 – Customer Care, Support, and Services

b. Domain 20 – Human Resources

c. Domain 30 – Finance

d. Domain 40 – Environment

e. Domain 50 – Management and Leadership

6. Develop a clear understanding of what is needed to pass their respective State and NAB tests.

HHSMXXX Graduate Level Electives (- cr.)

HHSM317 Lifespan Psychology (3 cr.)

This course provides an overview of theories of human development and research in the field. Physical, cognitive, emotional, behavioral, and social aspects of lifespan development are covered.

Upon completion of the course, students are expected to be able to do the following:

1. Identify the basic stages of human development from conception to old age.
2. Describe theoretical approaches to human development and how each theory explains growth, development, and behavior.
3. Understand the influence of heredity, environment, and maturation on changes across the life span.
4. Identify developmental changes from physical, cognitive, affective, and social perspectives.
5. Understand how ethnicity, culture, and gender might influence human development during particular developmental stages.