Course Descriptions

EDRD603 Reading Instruction for Linguistically and Culturally Diverse Learners (2 cr.)

Prerequisite(s): EDRD600  
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, for example, gifted and talented. Gender differences in literacy acquisition are also explored.

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

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(5) understand the progression of reading development (emergent, beginning, transitional, intermediate, and advanced) and the variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers. (K)

(11) teach and foster comprehension and appreciation of a wide range of children’s and adolescent literature; (A)
B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:

(1) organize and manage effective reading instruction appropriate across developmental levels, proficiency, and linguistic backgrounds. (A)

(3) implement and reflect on the use of instructional practices, approaches, and methods, which support the cognitive, cultural, and linguistic differences of readers. (A)

(5) identify, secure, and use high-quality literature, which meets the interest and reading needs of all readers and represents various cultures and genres. (A)

C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:

(4) demonstrate expertise in using assessment information to plan differentiated classroom instruction for students, including those at different cognitive and developmental stages, and those from different cultural and linguistic backgrounds. (K)
D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

(2) support students and colleagues in the selection of materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds. (K)

(7) use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice.

 

EDRD604 Diagnosis and Remediation of Reading Difficulties (3 cr.)

Prerequisite(s): EDRD600  
This course focuses on the concepts and skills needed to identify and successfully remediate reading and written language difficulties in all struggling readers, including those served in Title One and LD programs, English Language Learners with literacy delays, and competent readers who have lost motivation to read and write well. Concepts related to test construction, selection, and administration are explored through a case study approach. Uses of group and individual standardized and informal literacy measurements are featured.

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

A. A teacher of reading knows and can apply research, theory, and best practices to teach and foster:
(11) reading widely and independently for learning, understanding, and enjoyment.

B. The teacher of reading understands and can apply:
• best practice in individual and group reading assessment;

• sound principles of analysis and evaluation of individual and group reading assessment data;

• sound principles in assessing, analyzing, and evaluating reading curriculum;

• informed analysis for advising and implementing reading curricular and instructional decisions based on data

• best practice in selection of strategies, materials, and instruction for students with a wide range of reading background and skills ranging from students in need of early intervention or remediation to students with exceptionally advanced reading skills and needs.

C(4) understand, provide, and model instructional strategies to improve student reading across the curriculum;

C(7) develop curriculum, strategies, and materials based on the knowledge that reading is the process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the reading context;

C(8) understand and apply instructional and informational technologies and electronic resources to support literacy;
 

EDRD605 Clinical Language and Reading Practicum (3 cr.)

After assessing the literacy skills and needs of three students–one each at elementary, middle, and high school levels–candidates for the licensure design and carry out individualized intervention programs. The course includes 45 hours of student contact, three class sessions, and weekly online participation via Blackboard.

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

B A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(8) Demonstrate competency through a variety of clinical experiences with elementary, middle, and high school students
C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:
(1) understand the principles surrounding a wide variety of instruments, their purposes, strengths, and limitations;
(2) select appropriate tools for specific situations that includes assessment for diagnosis and progress monitoring;
(3) demonstrate expertise in the administration and interpretation of a wide variety of measures that track student progress by individual, class, cohort, and school;
(4) demonstrate expertise in using assessment information to plan differentiated classroom instruction for students, including those at different cognitive and developmental stages, and those from different cultural and linguistic backgrounds;
(5) use assessment data to develop interventions that address specific student needs;
(6) select materials, identify appropriate instructional strategies, and allocate resources needed to implement interventions and remediations; and
(7) communicate results of assessments to students, parents, caregivers, colleagues, and administrators.
 

EDRD606 Development and Supervision of K-12 Reading Programs (2 cr.)

This course focuses on the skills needed to design and supervise K-12 reading programs, including selection of curriculum, assessment procedures, instructional materials, and budget development. Interpretation of district results on state-mandated reading tests and development of a district plan are featured. This course also includes coaching strategies for collaboration with classroom and content area teachers.

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

      C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:

(2) select appropriate tools for specific situations that includes assessment for diagnosis and progress monitoring;

(3) demonstrate expertise in the administration and interpretation of a wide variety of measures that track student progress by individual, class, cohort, and school; 5) use assessment data to develop interventions that address specific student needs; and

(7) communicate results of assessments to students, parents, caregivers, colleagues, and administrators.

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

(2) support students and colleagues in the selection of materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds;

(3) develop and implement classroom and schoolwide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;

(4) integrate technology into reading instruction to create and maintain an environment that includes conventional and new literacies and ensures equity of access to technology

(5) create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students;

(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural, or linguistic backgrounds; and

(9) understand the importance of and facilitate home school connections.

E. A teacher of reading must view professional development as a career-long effort and responsibility including:

(1) serve as a role model and display positive attitudes toward literacy in the district/building by engaging in reading and writing practices;

(2) promote and facilitate ongoing self-reflection related to teaching and student learning;

(3) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues;

(4) apply aspects of coaching feedback to instructional practice;

(5) actively seek opportunities to participate in learning communities and professional organizations;

(6) collaborate with and provide guidance for colleagues who seek classroom instruction support in reading; (7 engage in, initiate, implement, and evaluate professional development programs; and

(8) understand current state and federal legislation as it relates to reading.

EDRD607 Theoretical Models and Processes of Reading (3 cr.)

Prerequisite(s): Completion of K-12 Reading Teacher program coursework or concurrent enrollment in final K-12 Reading Teacher program course.
This course explores the theoretical models and research that inform contemporary understandings of reading development across the lifespan. Exploration and critical review of research in areas of interest (e.g., literacy policy, language and cognition in sociocultural contexts, foundations for literacy development, comprehension development, motivation and engagement, and instructional effects on literacy development) are featured. Syntheses of research as it relates to implications for curriculum development and organization are emphasized.

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

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction
(2) disseminate knowledge of reading theories and articulate how these translate into effective practices
(5) Synthesize and disseminate the research about the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are related to instructional practices and materials in the classroom, school and district;

RLB. B. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(7) model lessons highlighting the structures of texts, print and electronic, the challenges presented by these materials, and support teachers as they use this knowledge in lesson design.

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(3) support and coach teachers in the development of classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;
(4) promote a school or district-wide philosophy of literacy that integrates technology to create and maintain a reading environment that includes conventional and new literacies;
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students;

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(5) seek leadership opportunities in professional organizations.
 

EDRD608 Theory and Research in Writing (3 cr.)

Prerequisite(s): EDRD607  
The theoretical and research base for current trends in writing instruction in K-12 and post-secondary schools are explored. Topics of study include spelling, grammar, and composition across the lifespan. Student choice in completing a review of the research literature in an area of interest is featured.

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

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(4) synthesize and disseminate information, with supporting dialogue and coaching, on the developmental progress of oral language and its relationship to reading;

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instructions:
(5) provide leadership to ensure that district/school curriculum standards are consistent with Minnesota’s Academic Standards in Language Arts/Reading

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(3) support and coach teachers in the development of classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;
(7) support and coach teachers as they use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(2) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues;

(6) understand and support adult learning;
 

EDRD609 Explorations in Children’s Literature (1 cr.)

This course is designed for candidates who wish to increase their personal familiarity with genres of children’s literature while supporting colleagues in their use of high-quality literature and instructional strategies for building quality literature programs at the preschool through sixth grade levels.  The course culminates in development of a plan for helping teachers at a selected grade level match students’ reading levels, interests, cultural, and linguistic backgrounds.

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

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(6) advocate for, support and coach teacher use of high quality literature and a wide range of texts (including informational texts, content area texts, electronic texts and non-print materials).

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(1) support and coach teachers as they select materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds.

(8) promote school-wide critical literacy by encouraging students to question what they are reading while analyzing texts from multiple viewpoints or perspectives.
 

EDRD610 Explorations in Adolescent/Young Adult Literature (1 cr.)

This course reviews the various genres of adolescent and young adult literature and approaches to building a quality literature program through consideration of the reading interests and life issues of adolescents and young adults, particularly for those who are struggling readers.  Contemporary issues and controversies in teaching adolescent literature are featured.  The course culminates in a coaching plan for incorporating quality literature across the curriculum applications.

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

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:

(6) advocate for, support and coach teacher use of high quality literature and a wide range of texts (including informational texts, content area texts, electronic texts and non-print materials).

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:

(1) support and coach teachers as they select materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds.

(8) promote school-wide critical literacy by encouraging students to question what they are reading while analyzing texts from multiple viewpoints or perspectives.
 

EDRD611 Leadership Practicum in Literacy Education (3 cr.)

Prerequisite(s): EDRD606  
This course features the use of school and or district achievement data to design a practicum in an educational setting.  The practicum addresses the areas of data and goal setting, barriers to student achievement, assessment planning and evaluation, dissemination of research, and professional development of staff relating to instructional best practices.

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

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(1) promote a school or district wide philosophy of literacy instruction supported by theory and research.
(3) apply knowledge of research to address identified needs related to reading at the school and district level.
(4) disseminate information, with supporting dialogue and coaching, on the developmental progress of oral language and its relationship to reading.
(5) Synthesize and disseminate the research about the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are related to instructional practices and materials in the classroom, school and district.
(6) Support school or district-wide implementation of differentiated reading instruction that supports learners as they progress across the developmental continuum.
(7) Coach teachers as they identify, monitor, and respond to student progress in relation to developmental benchmarks and with attention to variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers.

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) provide support and coaching for teachers as they implement literacy frameworks that promote instruction which is appropriate to varying developmental levels, proficiency and linguistic backgrounds.
(4) support and coach teachers in the design of effective reading lessons using various instructional practices, approaches, methods and materials in text and multimedia formats that promote the development of the major components of reading within the reading classroom and across the content areas.
(7)model lessons highlighting the structures of texts, print and electronic, the challenges presented by these materials, and support teachers as they use this knowledge in lesson design.

RLC. A reading leader must use a variety of assessment tools and practices to plan and evaluate effective reading instruction:
(1) understand the relationship of school, district, state, and national literacy initiatives and their accountability requirements.
(2) provide leadership and guidance in the development of effective school assessment plans.
(5) use multiple measures of data for the purpose of progress monitoring, program evaluation, and instructional effectiveness.
(6) provide leadership and guidance in the evaluation of school and district wide programs.
(10) provide leadership in data-driven, shared decision-making processes on the type and intensity of intervention models.
(11) know how to locate and employ necessary resources for high-quality instructional support.

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(2) create a school wide literacy-rich physical environment appropriate for students who represent multiple levels, broad interests, and cultural and linguistic backgrounds.
(4) promote a school or district-wide philosophy of literacy that integrates technology to create and maintain a reading environment that includes conventional and new literacies.
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.
(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural or linguistic backgrounds.
(9) create a strong advocacy for home-school connections.

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(3) work with colleagues to provide feedback on instructional practice through coaching and feedback sessions.
(4) provide leadership in developing and maintaining learning communities.
 

EDRD612 Advanced Diagnosis and Remediation of Reading and Writing Disabilities (3 cr.)

Prerequisite(s): EDRD604  (EDRD607/608 Recommended)
Investigation of the nature, causes, and course of reading and writing disabilities across the lifespan, including frequently co-occurring conditions that impact literacy acquisition, is the focus of this course. Topics include (1) design and/or evaluation of assessment tools and; (2) individual diagnosis and case study development; and (3) implications of Response to Treatment (RTI) for early intervention and remediation of literacy disabilities across the lifespan.

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

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(7) coach teachers as they identify, monitor, and respond to student progress in relation to developmental benchmarks and with attention to variations related to cultural and linguistic diversity with heightened awareness to the needs of struggling readers.

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) provide support and coaching for teachers as they implement literacy frameworks that promote instruction which is appropriate to varying developmental levels, proficiencies, and linguistic backgrounds.
(2) support and coach teachers as they implement a variety of grouping strategies including individual, small group and whole group reading instruction.
(3) facilitate the development, selection, implementation, and evaluation of curriculum (e.g. instructional practices, approaches and methods) consistent with building/district frameworks.
(4) support and coach teachers in the design of effective reading lessons using various instructional practices, approaches, methods and materials in text and multimedia formats that promote the development of the major components of reading within the reading classroom and across the content areas.
(5) provide leadership to ensure that district/school curriculum/standards are consistent with Minnesota’s Academic Standards in Language Arts/Reading.

RLC. A reading leader must use a variety of assessment tools and practices to plan and evaluate effective reading instruction:
(1) understand the relationship of school, district, state, and national literacy initiatives and their accountability requirements.
(2) provide leadership and guidance in the development of effective school assessment plans.
(3) provide professional development on the proper use and interpretation of various assessment tools.
(4) provide support and professional development to school and district personnel on the appropriate interpretations of selected assessment tools.
(5) use multiple measures of data for the purpose of progress monitoring, program evaluation, and instructional effectiveness.
(7) provide leadership in designing and sustaining effective instructional assessment models for meeting the needs of those at different cognitive and developmental stages and those from different cultural and linguistic backgrounds.
(8) provide professional development in understanding how the structure of written language, including orthography, morphology, phonology, semantics, and syntax, relates to reading instruction for students with special reading needs.
(9) revise instructional programs based on data to address student needs and proficiencies.
(10) provide leadership in data-driven, shared decision-making processes on the type and intensity of intervention models.
(12) communicate results of assessments to student, parents, caregivers, colleagues, administrators, policymakers, policy officials, and communities.

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.

(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural, or linguistic backgrounds.

(7) support and coach teachers as they use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice.

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(10) strategically secure and place human resources to accomplish literacy initiatives.
 

EDRD613 Educational Research Design (3 cr.)

Prerequisite(s): EDRD607  
This course explores the design, execution, analysis, and evaluation of qualitative, empirical, and teacher action research in the field of literacy across the lifespan. Seminar discussions of issues in literacy education lead to individual research proposals that include a literature review and a methodology/action plan for investigation of a targeted area of interest regarding literacy development, culminating in a leadership plan for facilitating learning communities focused on critical analysis and engagement in teacher action research.

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

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(1) promote and facilitate teachers’ ongoing self-reflection related to teaching and student learning.
(4) provide leadership in developing and maintaining learning communities.

1. Evaluate the usefulness of different research designs for advancement of knowledge in the field of literacy education.

2. Demonstrate mastery of the concepts of reliability, validity, and generalizability through critical analysis of selected research in literacy education.

3. Evaluate the appropriateness of different methods of data analysis through critical analysis of selected research reports.

4. Formulate a personal plan for investigation of literacy education research, theory, and practice in an area of interest.

5. Complete a research proposal which includes an in-depth literature review and an appropriate methodology/action plan.

6. Demonstrate an understanding of ethical issues in the conduct of educational research.

7. Explain how ethical issues will be addressed in one’s research proposal.
 

EDRD614 Master’s Project Presentation (1 cr.)

Prerequisite(s): EDRD608  
The culmination of the master’s degree in Literacy Education is the presentation and defense of the candidate’s research project. Prior to the final presentation, candidates receive instructor guidance and peer feedback.

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

1. Demonstrate critical thinking skills.
2. Orally explain and defend the research hypothesis, design, data analysis, and conclusions.
3. Demonstrate written communication skills needed to explain one’s research hypothesis, design, data analysis choices, interpretation of findings and applications of classroom practice.
4. Connect the learning obtained through this course of study and research project to lifelong learning goals.
5. Enumerate examples of how this project impacts professional development for self and other.
6. Explain how this project enhances the literacy development of children and/or adolescents.
    

EDRD615 Explorations in Adult Multicultural Literature (2 cr.)

This course is designed for candidates who wish to explore the genres of adult multicultural literature. Selections feature works of interest to teachers and tutors working with adults in community colleges, tutoring services, prisons, and other social service agencies serving new immigrants, excluded native-born populations, and adults with learning disabilities.

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

1. Demonstrate increased awareness of multicultural selections that present opportunities for personal growth, e.g., of an underrepresented cultural or linguistic group, of adults with disabilities.
2. Critically analyze multicultural selections and make applications to clinical and educational practice.
3. Apply connections of literature of diverse learners to educational strategies that increase students’ knowledge and understanding of their own and other cultural/linguistic/lifestyle traditions.
4. Articulate the role of literacy instructors in fostering tolerance and acceptance for individual differences through multicultural literature selections.
    

EDRD616 Reading Leader Portfolio Development (2 cr.)

Prerequisite(s): EDRD607-614, Licensure as a K-12 Reading Teacher; and employed or sponsored by a school district in a reading leadership situation that involves data analysis, curriculum consultation, coaching, and professional development of teachers, paraprofessionals, parents, and administrators.
 

This portfolio development course is a part one of a two-part process of documenting application of the Reading Leader standards at a district level school environment and assembling a reading leader portfolio.  Essential components of the portfolio documentation include (1) description of leadership experience(s), (2) discussion of how these experiences demonstrate mastery of the standards; (3) reflection on how these experiences have contributed to the preparation needed to be a Reading Leader; and (4) supporting artifacts.

EDRD617 Reading Leader Portfolio Defense (1 cr.)

Prerequisite(s): EDRD607-614, 616; Licensure as a K-12 Reading Teaching, employed or sponsored by a school district in a reading leadership situation that involves data analysis, curriculum consultation, coaching, and professional development of teachers, paraprofessionals, parents, and administrators; and advisor recommendation.
 

This portfolio presentation course is part two of the two-part process of completing application of the Reading Leader standards at a district/school level environment and defending their reading leader portfolio.  Essential components of the portfolio documentation include (1) description of leadership experiences(s); (2) discussion of how these experiences demonstrate mastery of the standards; (3) reflection on how these experiences have contributed to the preparation needed to be a Reading Leader; and (4) supporting artifacts.

MG301 Accounting I (3 cr.)

MG305 Managerial Ethics (3 cr.)

This course examines the ethical issues and social responsibilities to be considered by business managers in the global economy. Also examined are the frameworks and reasoning skills relevant for understanding and addressing ethical dilemmas in business organizations. The social, political, global, and economic environments within which ethical issues occur are assessed.  Finally, the legal and regulatory implications of decision making in business organizations are examined.

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

1. Describe the moral traditions, values, and philosophies that have influenced contemporary business ethics.
2. Assess the variety of ethical issues that have the potential for impacting organizations in the global economy.
3. Recognize the importance of ethical decision making as a component of management and leadership.
4. Explore the characteristics and significance of various ethical frameworks and theories.
5. Assess the impact of globalization on the ethical decision-making process.
6. Examine the legal and regulatory forces that impact business practices and operations.
7. Evaluate the scope and significance of socially responsible business practices.

MG306 Information Ethics (3 cr.)

MG311 Economics for Managers (3 cr.)

This course provides an overview of the macro and microeconomics theories used by individuals in various management and business professions. The economic decisions made by households and organizations in various markets are examined. Also examined are the laws of supply and demand, the macroeconomic indicators of the economy, business cycle analysis, the forces of production and consumption, labor market theory, and consumer choice. The impact of government economic policies on organizations is also examined.

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

1. Describe the principles of macro and microeconomics.
2. Evaluate the market forces involved in supply and demand.
3. Describe the interaction between consumers and producers.
4. Explain the dynamics of international trade.
5. Describe how a nation’s income and cost of living are measured.
6. Explain how the monetary system works.
7. Identify the economics of the public sector.

MG340 Personnel Management (3 cr.)

MG401 Principles of Management (3 cr.)

This course explores the concepts and theories of management and their application in today’s managerial environment. It examines the essential functions of management: planning, organizing, leading, and controlling.

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

1. Understand the levels and types of management.
2. Understand the different managerial roles and skills.
3. Discuss the important issues facing managers today, such as global competition, workforce diversity, ethics, quality, and change.
4. Understand the importance of planning and decision-making.
5. Understand significance of organizational structure and culture.
6. Understand the essentials of control.
7. Identify approaches for addressing performance issues, criticism, discipline, and stress.

MG405 Organizational Culture and Change (3 cr.)

This course focuses on the ability of leaders to understand and manage organizational change. It addresses a broad-based understanding of the nature, function, and complexities of organizations. Ways of dealing with change are developed from sometimes disparate views of organizations.

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

1. Articulate the basic nature of organizations, organizational cultures, and organizational change.
2. Understand the basic processes of organizational change and change interventions.
3. Differentiate and apply change intervention methods.
4. Understand the nature of organizational change in global settings.
5. Articulate positions regarding the future or organizational culture and change.

MG408 Project Management (3 cr.)

This course emphasizes leadership concepts related to directing and coordinating human and material resources for relatively short-term projects that have been established to complete specific goals and objectives. The skills and procedures needed to take a project from definition through completion are presented.

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

1. Describe the critical technical competencies in project management.
2. Explain the dynamics of project team development and interpersonal problem solving.
3. Identify strategies for effective team building.
4. Evaluate the critical dimensions of project scope, time, communication, quality, risk, and cost management.
5. Identify strategies for effective project monitoring and controlling.
6. Describe several project management practices that lead to project success.
7. Demonstrate how plan development is integrated into the basic functions of a business organization.

MG410 Applied Leadership and Management (3 cr.)

This course explores the application of leadership and management theory in today’s business organizations.  Contemporary organizational leadership theories and practices are examined.  Also examined are management functions such as planning, organizing, and decision making.  The course emphasizes the analysis of leadership and management skills needed by professionals in various organizational situations.  Leadership and management practices in the context of various organizational trends are evaluated.

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

1. Assess leadership and management theories, frameworks and concepts.
2. Explain the roles and responsibilities required of leaders and managers in organizational contexts.
3. Analyze the circumstances that require the application and practice of leadership and management skills.
4. Evaluate the significance of both formal and informal leadership roles in an organization. 
5. Demonstrate management skills such as planning, goal setting, decision-making, and measuring outcomes.
6. Explore emerging trends that impact organizations such as global competition, workforce diversity, corporate social responsibility, and organizational change that leaders and managers need to understand.
7. Assess the impact of effective leadership in developing ethical organizational cultures.

MG412 Critical Thinking for Organizational Leaders (3 cr.)

This course examines the relevance and application of critical thinking and decision-making techniques for leadership and management in various organizations.  Students identify and evaluate the leadership and management capabilities of themselves and others.  The course focuses on eliciting new leadership insights, and on improving problem solving and decision-making skills.  Finally, the course emphasizes the skills leaders and managers in organizations need to articulate reasoned solutions to organizational problems and opportunities.

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

1. Identify the roles and responsibilities of leaders and managers as problem solvers in organizations.
2. Assess the decision-making challenges facing leaders and managers in various organizational settings.
3. Utilize critical thinking as an imaginative process in organizational leadership and management.
4. Evaluate the leadership and management capabilities, strengths, and skills within a team.
5. Demonstrate the use of critical thinking to navigate the complexity of organizational challenges and opportunities.
6. Explore various knowledge management and decision-making tools and systems.
7. Assess the impact of change on individuals and organizations and the significance of change management strategies.

MG415 Total Quality and Team Development (3 cr.)

The focus of this course is the development of total quality or continuous improvement in organizations. It reviews the phenomenon of quality, key theories and theorists, statistical process control, and quality programs. Effective team management is emphasized as one of the key components of quality.

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

1. Understand the managerial and philosophical meanings of quality.
2. Describe the continuous improvement process as it relates to manufacturing/service industries.
3. Formulate basic problem solving approaches to implement short term solutions and eliminate the root causes of quality problems.
4. Discuss quality program standards as they relate to the quality improvement process.
5. Develop and analyze statistical process control charts used for monitoring processes.
6. Discuss the different approaches to the use of teams in the quality process.
    

MG417 Information Systems (3 cr.)

MG440 Collective Bargaining and Labor Relations (3 cr.)

MG446 Occupational Safety and Loss Control (3 cr.)

MG450 Operations Management (3 cr.)

This course provides an analytical systems viewpoint for management decision making and problem solving in a production operations setting.  Included is an introduction to quality, process design, facility planning and location, scheduling, and materials planning.  This course also reviews problem-solving methodologies that apply a systematic approach to problem identification and resolution within a system.

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

1. Identify the various types of production operations environments.
2. Examine operations management from a systems perspective.
3. Describe the methods of effective problem solving for managing various productions operations processes.
4. Evaluate the dynamics of quality control required for successful operations management.
5. Analyze the various constraints and strategies that might be implemented to meet operational capacity requirements.
6. Develop a systematic and integrated operations management plan.

MG465 Occupational Safety and Loss Control (3 cr.)

MG490 Bachelor of Science Capstone (3 cr.)

GM571 Special Topics in Management (1 cr.)

GM600 Management Principles (3 cr.)

This course provides an overview of key organizational and behavioral concepts, which underlie effective management practice in private and public sector organizations. Management strategies are examined and compared. Special attention is given to defining and interpreting cross-cultural differences and influences. The course gives attention to the local and global trends, both existing and emerging, that influence organizational structure, behavior, and change.

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

1. Synthesize and build creatively on concepts about management roles in planning, organizing, leading, and oversight in the 21st century.
2. Analyze the management challenges of organizations in today’s global marketplace.
3. Evaluate and apply management strategies to rea- world problems.
4. Outline a rationale for integrating corporate responsibility and social justice into the organization.
5. Identify personal management skills and competencies.

GM605 Creative Problem Solving and Critical Thinking (3 cr.)

This course gives students the opportunity to learn and practice higher level thinking skills such as curiosity and imagination, divergent thinking, idea generation, creative problem solving, evaluation, synthesis, critical thinking, and analysis. Students develop strategies to search for challenges, identify problems, produce creative ideas, research solutions, design innovative applications, and build a case for the solution.

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

1. Analyze the importance of creativity and the need for creative leadership in business and society today.
2. Apply concepts, principles, definitions, and creative problem solving.
3. Apply techniques and skills of creative and analytical thinking.
4. Utilize both creative and analytical skills in problem-solving situations.
5. Practice both traditional and contemporary models of decision making in situations marked by change and transition.
6. Use problem-solving models to address problems in their own organizations.

GM623 Academic Research and Writing (3 cr.)

This course focuses on graduate academic writing skills, including voice and style, writing that incorporates source material, ethical use of source material, APA writing guidelines, and revising writing.  Students learn to locate and evaluate resources relevant to the research and writing process.

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

1. Develop a research question, delineating the complexity in an issue.
2. Use information from a variety of sources relevant to a question.
3. Evaluate information for relevance and credibility.
4. Analyze and synthesize scholarly articles.
5. Integrate source material into academic writing, including correct use of summary, paraphrase, and quotation, along with proper citation.
6. Incorporate different points of view on an issue.
7. Write clearly and concisely.
8. Demonstrate skills in rewriting, editing, and proofreading.

GM630 Quantitative Methods (3 cr.)

This course focuses on statistical analysis of data for professional applications or research with an emphasis on quantitative methodologies. The course covers populations, sample selection, and descriptive and inferential statistics. Significance, Chi Square, correlations, analysis of variance and simple regression, and concepts of reliability, validity, and levels of measurement are addressed.

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

1. Apply statistical ideas and practicalities to real-world quantitative situations within organizations.
2. Read and interpret the statistical content of literature relating to management of people and resources.
3. Analyze statistics through performing basic computation both by hand and with computer software.
4. Determine and apply the appropriate inferential analysis for different types of data and derive correct conclusions.

GM640 Legal Issues for Managers (3 cr.)

This course is an overview of the American legal system and its impact on organizational decision making. It emphasizes identifying legal issues in management in the areas of torts, contracts, employment, and discrimination law. In addition, this course surveys current trends and issues in business law and the impact they have on today’s society.

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

1. Explain the fundamental components and processes of the American legal and governmental systems.
2. Analyze the legal rights and liabilities of public and private employers and employees.
3. Define and apply the basic principles of contract, tort, and discrimination law relevant to management.
4. Analyze state and federal legal issues addressed by business and industry, including wage and overtime, safety in the workplace, social media in the workplace, and employee right to privacy.
5. Identify legal issues critical to managers and appropriately respond.

GM643 Multicultural Perspectives (3 cr.)

This course focuses on how diversity of all kinds influences both organizational behavior and client outcomes. The place of culture in society, the marketplace, and the workplace is examined. The importance of cultural competence is explored along with the knowledge and skills needed to work with, manage, and serve diverse groups of workers and clients.

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

1. Identify the wide spectrum of differences included in the definitions of diversity and multiculturalism.
2. Demonstrate an awareness of their own cultural identity, background and biases, and forces that shape(d) them.
3. Analyze how these shaping forces and biases may influence their interactions with people from diverse backgrounds and organizational behavior and productivity.
4. Demonstrate the ability to articulate, in supportive ways, the needs and concerns of diverse groups of people with marginalized identities in the workplace.
5. Analyze opportunities for applying cultural competencies to create greater inclusion in the workplace.
6. Plan for the evaluation of cultural competence initiatives and the resulting effect on organizational behavior, work productivity, and products.
    

GM645 Marketing Management (3 cr.)

This course emphasizes a practical and comprehensive application of key marketing concepts as they apply to businesses and organizations. Major marketing principles and strategies are explored from a managerial perspective as they apply to the marketplace domestically and around the world.

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

1. Apply key marketing concepts, models, theory, and tools in a strategic marketing approach to business situations.
2. Analyze the role of the marketing function and its complex nature in organizational management.
3. Develop a marketing plan for a product or service.
4. Analyze and communicate marketing issues facing the organization and the range of solutions available.
5. Identify the constantly changing conditions facing marketers in a global market.
6. Analyze appropriate strategies for effective social media marketing.
7. Create and deliver a professional oral presentation using appropriate content, style, and audiovisual support.

GM655 Human Resource Management (3 cr.)

This course examines core areas of talent acquisition, compensation and benefits, employee relations, and employee development in both service and product-driven organizations. It emphasizes the application of effective human resource management principles to the issues faced by organizations today.

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

1. Outline the key components of the human resource management and the value added by this functional area.
2. Identify HR issues and situations in today’s organizations and relevant laws impacting them.
3. Analyze human resource management’s organizational role in strategic planning and organizational effectiveness.
4. Apply the fundamentals of effective analysis and job descriptions and evaluation.
5. Leverage performance review strategies to motivate and develop employees and support accountability.
6. Analyze the components of cultural competency and how to use it to create greater inclusion in the workplace.
    

GM660 Financial Management (3 cr.)

This course introduces, discusses, and analyzes financial issues facing profit, nonprofit and governmental organizations in today’s domestic and global business environment. The course provides the general manager with an ethical financial manager’s perspective through examination of various financial areas, including types of organizations; sources of capital; financial statement analysis; asset management; time value of money; international payments and foreign exchange rates; trade theory and policy; and investment in the U.S. and in foreign countries.

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

1. Identify the various forms of business entities and the different ways of financing them.
2. Analyze the financial reporting requirements of the differing entities.
3. Apply the principles of managing current assets and current liabilities.
4. Assess the existence of management problems and/or opportunities through analyzing of a company’s financial statements and making comparisons to other companies in the same industry.
5. Compute present values and use them in financial decision making.
6. Analyze the global economy and its impact on the domestic economy.
7. Identify the impact of unethical behavior by an entity’s general and financial managers on the entity and its owners.
8. Outline the mechanics and risks of operating an entity in a global marketplace.

GM667 Information Technology (3 cr.)

This course provides an overview of planning and managing and using technology and information in organizations. It addresses present and future issues regarding information technology (IT) and its impact on management and operations.

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

1. Analyze how using information technology (systems and its products) delivers a competitive advantage in an organization’s market sector.
2. Identify the role information technology plays in promoting better management decisions, strategic advantage, quality and ethical best practices.
3. Evaluate the basic technologies, infrastructure, software, and data resources associated with the new electronic world of information technology.
4. Analyze the need for integrating an organization’s goals and objectives with their use of information technology.
5. Evaluate information technology product development methodologies.
6. Analyze why and how knowledge is a competitive advantage and analyze how management can leverage the information that is accessible in databases.

GM675 Managerial Ethics and Issues (3 cr.)

This course examines philosophical theories and ethical practices that can be used to resolve organizational dilemmas.  The course emphasizes the role of managers to strengthen the ethical culture of the organization.  Application of ethical principles and models to deal with complex ethical issues facing domestic and global organizations is studied.  Students develop skills in values-based decision making built upon integrity and accountability.

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

1. Identify and assess the extent of ethical issues that face organizations, communities, and stakeholder groups.
2. Recognize how ethical theories, principles, and models provide options for examining complex ethical issues.
3. Analyze how organizational and cultural norms affect the ability of people within it to act ethically.
4. Consider value-based decision making to select options that are congruent with business.
5. Develop a framework for resolving complex ethical dilemmas.
6. Apply ethical theories, models, and principles.
    

GM680 Leadership and Strategic Management (3 cr.)

This course introduces selected models and practices in the exploration of what effective leadership is, including understanding one’s own leadership style.  The course also examines both the theory and application of strategic management tasks of leaders, including conducting a strategic analysis, developing a strategic plan, and implementing strategic change.

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

1. Analyze their own leadership style in order to adapt and develop effective leadership behaviors. 
2. Apply the foundations of leadership and decision-making required when dealing with situations marked by change and transition.
3. Apply one or more processes for developing a strategic plan.
4. Identify the distinct challenges of strategic planning and strategic management.
5. Evaluate an organization’s business model and develop of a set of action steps for improving its strategy and effectiveness.
6. Identify and apply the steps required to lead change effectively.

GM689 Management Capstone (3 cr.)

This course focuses on integrating management knowledge, skills, and tools developed in previous management courses. It emphasizes critical analysis, synthesis, and evaluation of the theories and application of management. It includes a major research paper and presentation on a management topic of the student’s choice.

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

1. Critically assess common assumptions about management organizations.
2.  Make meaningful and creative use of resources available to an organization.
3. Assess and synthesize relevant knowledge and skills of management studies and practices.
4. Critically assess the team process within an organization.
5. Critically read today’s press and professional literature as it relates to management
6. Apply and articulate critical thinking skills related management.
7. Integrate and synthesize knowledge and skills gained from the graduate program.
8. Evaluate the outcome of graduate education related to personal and professional goals.
9. Write and present a major research paper on a topic within the management field.

GM690 Capstone Simulation (3 cr.)

Prerequisite(s): Completion of all GM coursework
This critical integrating course allows students to synthesize and apply concepts and experiences gained through the use of a simulation. Working in teams, students take part in a dynamic competition to turn struggling companies into successful, profitable businesses. The simulation leads students to focus on a coordinated strategy for research and development, marketing, production and finance, the key elements that interact to successfully operate and grow a business. Skills in critical thinking, data analysi, and decision-making are clarified and honed.

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

1. Synthesize and apply management knowledge, skills, and experiences from their program.
2. Think strategically about an organization’s current position, resources, competitive advantage, and long-term objectives.
3. Demonstrate and document critical thinking in analyzing data and making strategic decisions that lead to successful business outcomes.
4. Analyze and critique the outcomes of simulated business operations demonstrating understanding of cross-functional linkage and financial results.
5. Recognize and apply effective team dynamics.

MK300 Principles of Marketing (3 cr.)

This course addresses the role of marketing in organizations.  It examines the fundamental marketing mix elements of product, price, placement, and promotion that comprise organizational marketing strategies. It further explores how the marketing mix elements are strategically implemented to create and deliver products, services, or ideas to consumers.

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

1. Identify the basic marketing mix elements of product, pricing, placement, and promotion.
2. Explain how organizations coordinate the marketing mix elements as part of their strategic marketing initiatives in the context of various environmental situations.
3. Recognize the various theoretical perspectives on consumer buying behavior as a means for better meeting the needs and wants of target customers.
4. Review the basic approaches and uses of marketing research as a means for understanding consumer and business buying practices.
5. Demonstrate how market segmentation, product positioning and target marketing are used to enhance organizational success.
6. Appraise the ethical issues facing contemporary marketing efforts.
7. Evaluate the various elements that make up the marketing function, and propose a strategic marketing approach that is aligned with organizational goals.

MK302 Marketing Ethics (3 cr.)

This course introduces students to the moral and social issues that arise in the marketing profession. It examines implications of how marketing efforts impact consumers and society. It also examines the legal and regulatory forces that impact how marketers conduct business. Ethical concepts and frameworks used to resolve moral dilemmas are presented.

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

1. Describe the moral and social issues that impact marketing initiatives and professions.
2. Analyze the impact of various marketing efforts on individual consumers and consumer groups.
3. Analyze the impact of various marketing efforts on society as a whole.
4. Examine the values that society expects marketers to uphold when conducting business.
5. Understand and follow the ethical codes of conduct prescribed for marketing professionals.
6. Identify the legal and regulatory forces that impact marketing practices.

MK303 Green Marketing (3 cr.)

This course examines the relationship between company marketing efforts and the earth’s physical environment. The impact of traditional marketing efforts on the earth’s natural resources is examined. Also examined is the role of environmental resource management as it pertains to the development, production, distribution, and promotion of goods and services. Earth-friendly marketing strategies for the 21st century are analyzed. Finally, emerging green marketing trends are examined.

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

1. Assess the impact of traditional marketing practices on the earth and its natural resources.
2. Analyze the impact of traditional marketing practices on human health.
3. Describe the concept and role of green marketing in the 21st century.
4. Identify some of the legal and regulatory forces that govern the impact of marketing on the earth’s physical environment.
5. Develop a green marketing strategy that is applicable to a specific business operation.
6. Analyze emerging trends in green marketing theory and practice.
7. Assess the ethical issues associated with green washing and other pseudo-environmental marketing tactics.
    

MK304 Consumer Behavior and Trend Analysis (3 cr.)

This course explores the theories and frameworks that business and marketing strategists need for assessing purchasing behavior trends. The impact of consumer and business buying behaviors on markets and marketing initiatives is analyzed. The course also examines the contributions of the social sciences in understanding buying behaviors. Students utilize geographic information systems (GIS) technology to explore consumer behaviors and trends that impact business decisions. 

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

1. Describe the theories and practices of consumer and business purchasing behavior as applied to marketing strategy.
2. Identify the factors that affect buying behavior.
3. Implement geographic information systems (GIS) technology to describe and analyze consumer purchasing and business trends.
4. Explore consumer behavior concepts in used to developing strategic marketing initiatives.
5. Evaluate current marketing activities that organizations use to influence buying behaviors.

MK306 Digital Marketing (3 cr.)

This course covers the role of the Internet and associated technologies in contemporary marketing, from product and pricing considerations to new distribution and promotional channels. The role of digital media in creating a customer experience and facilitating business sales and advertising is examined. Also examined is the buying behavior particular to business-to-consumer and business-to-business digital relationships. Key components of the digital marketing mix used to facilitate the development of a digital marketing plan and a supporting budget are presented.

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

1. Identify the most relevant new digital media trends.
2. Utilize digital media channels to create greater consumer experience and involvement.
3. Evaluate the appropriateness of various digital channels.
4. Calculate digital marketing return on investments (ROI).
5. Recognize common mistakes to avoid for ensuring digital marketing success.
6. Utilize a digital marketing planning framework to create an effective new media strategy.
7. Examine the social, legal, and ethical issues that impact digital marketing efforts to include issues involving data privacy.
    

MK307 Social Marketing (3 cr.)

This course examines the use of marketing principles and concepts for the purpose of improving society. Societal issues ranging from health and safety to community involvement, which can benefit from social marketing efforts, are examined. Also examined is the concept of using marketing to encourage people to change behaviors to improve their lives and benefit society. Social marketing strategies for the 21^st century are analyzed. Finally, emerging social marketing trends are examined.

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

1. Describe social marketing and the implications for its use.
2. Evaluate a variety of health, safety, environmental, and community-related issues that can be influenced by social marketing efforts.
3. Analyze how the various components of marketing can be used to influence human behavior for the purpose of promoting social change.
4. Assess the effectiveness of various social marketing campaigns that have been implemented by various organizations.
5. Develop a social marketing strategy that addresses a specific societal issue.
6. Analyze emerging trends in social marketing theory and practice.

MK309 Marketing, Society, and the Environment (3 cr.)

This course explores the relationship between company marketing efforts and the earth’s human and ecological environments. Societal-based marketing concepts and strategies that can benefit initiatives that address issues ranging from health and safety to environmental concerns are examined. The use of marketing concepts and strategies for encouraging people to change behaviors to improve their lives and benefit society are analyzed.  Also analyzed are earth-friendly marketing efforts and sustainability concepts.

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

1. Evaluate societal-based marketing strategies that can be used to influence a variety of health, safety, environmental, and community-related issues.
2. Explore the concept and role of green marketing strategies in contemporary business practices.
3. Assess the impact of traditional marketing practices on the earth and its natural resources.
4. Analyze the impact of traditional marketing practices on human health.
5. Assess the ethical issues associated with greenwashing and other pseudo-environmental marketing tactics.
6. Analyze how marketing can be used to influence human behavior for the purpose of promoting social and environmental change.

MK310 Promotion and Communication (3 cr.)

This course examines the integrated promotion and communication strategies used in organizational marketing efforts. Topics include the use of advertising, direct marketing, sales promotions, public relations, personal selling, and social media to promote products and services. Message development and communication approaches for various types of promotional strategies are discussed. Legal and ethical issues related to marketing promotions and communications are also considered.

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

1. Examine the attributes and dynamics of the communications and promotional mix elements of advertising, direct marketing, sales promotions, public relations, personal selling, and social media.
2. Assess the strengths, weaknesses, appropriateness of use, and relative costs of each of the communications and promotional mix elements.
3. Analyze how the communications and promotional mix elements are coordinated to effectively market products and services to target audiences.
4. Identify the required steps in developing effective marketing communications to include determining the communication objectives, designing the message, choosing appropriate media, and measuring consumer feedback.
5. Explore different social media techniques used in promotional campaigns.
6. Plan a promotional campaign that implements communications and promotional mix elements plus communications techniques that are appropriate to the target audience.
7. Examine the contemporary ethical issues surrounding marketing communications and promotions.

MK400 Market Research (3 cr.)

This course covers the fundamentals of the theory and design of market research and the analysis and use of research results in making marketing decisions. Applications of market research for various sizes and types of companies are considered.

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

1. Describe the fundamentals of marketing research and explain the implications for its use in strategic marketing initiatives.
2. Identify the statistical measurements used in marketing research design, and recognize the types of results that each statistical measurement yield.
3. Compare and contrast quantitative versus qualitative data analysis and collection methodologies used in marketing research designs.
4. Develop a marketing research plan, and explain the relevance to the marketing research initiative of each of the plan’s components.
5. Examine the techniques used for reporting marketing research results.
6. Examine the ethical issues relating to contemporary marketing research efforts.
    

MK406 Mobile and Search Engine Marketing (3 cr.)

This course examines the use of current mobile platforms and Internet search engine marketing as part of a digital marketing strategy.  The role of technology for mobile device promotions and communications is analyzed.  Internet search engine strategies and analytics used for business growth are evaluated. This course also explores associated digital marketing industry standards and best practices.  

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

1. Evaluate mobile platforms used in digital marketing strategies.
2. Analyze the elements and technologies required for search engine marketing.
3. Review mobile marketing tactics and technologies such as mobile web advertising and mobile apps.
4. Create mobile apps for use in marketing.
5. Analyze the techniques and strategies for creating search engine-focused websites.
6. Create a search engine marketing plan. 
7. Describe mobile device marketing and search engine optimization industry standards and best practices. 

MK420 Advertising Design (3 cr.)

This course involves the study of art and design used in the marketing of products and services. The principles of artistic composition, color, shape, and form used in commercial art is examined. Emphasis is placed on the need for business professionals to understand the fundamental aesthetic principles of advertising design to help ensure successful promotional campaigns.

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

1. Identify the main design elements used in commercial art.
2. Discuss how art is used to communicate a commercial message.
3. Recognize how advertising impacts various psychological states to influence consumer buying behavior.
4. Analyze the aesthetic components of an effective advertisement.
5. Examine various creative processes used in advertising design.
6. Design original commercial advertisements.
    

MK430 Product Life Cycle Management (3 cr.)

This course focuses on managing products and services throughout their life cycles. Topics include product and service opportunity identification; new product and service innovation, development, design, and idea testing; and development team management. Product and service launching strategies, pricing approaches, and promotional techniques are explored. Also discussed are branding concepts and brand management strategies.

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

1. Examine the processes and strategies used to manage products, product lines, and services throughout the entire course of their life cycles.
2. Identify product attributes that marketers must consider, including product designs and features, packaging, product variety and quality, and brand names.
3. Identify service attributes that marketers must consider, including service intangibility, inseparability, and perishability.
4. Explain how new products and services are developed and tested, and discuss how product development teams play an integral role in bringing these offerings to market.
5. Examine product and service branding strategies, and discuss the importance of branding for establishing a competitive advantage.
6. Evaluate various product development strategies to include line extensions, brand extensions, and multibranding.
7. Recognize the pricing and promotional approaches used in product management initiatives.
    

MK440 Business Sales (3 cr.)

This course covers the theory and practice of selling products and services to businesses. It considers its similarities to and differences from consumer sales in terms of mix, buyer behavior, and the buyer-seller relationship. It addresses the social, ethical, and legal elements of business-to-business sales.

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

1. Describe the current field of business-to-business (B2B) selling, and demonstrate knowledge of the step-by-step B2B selling process.
2. Identify the factors that influence organizational purchasing decisions, and examine the implications of these behaviors on professional selling efforts.
3. Explain the importance of building partnerships and relationships as part of the B2B selling process and examine the communications skills needed to accomplish these objectives.
4. Recognize the different sales presentation techniques and review the appropriateness of their use in a variety of B2B selling situations.
5. Review the importance to B2B sales of acquiring knowledge of business customers, of the competition, and of the products and services being offered to the market.
6. Examine the strategies used to overcome objections in order to obtain buyer commitment.
7. Conduct the successful negotiation and closing of a B2B sale.
8. Examine the legal and ethical issues pertaining to B2B sales, and explain what influences ethical selling behaviors.
9. Recognize the importance of managing one’s own time, territory, and sales career.
    

MK441 Professional Selling Strategies (3 cr.)

This course covers the theory and practice of selling products and services. Approaches to professional selling are reviewed, with the application of selling and customer relationships skills emphasized. Topics covered include the theories and practices of customer prospecting and approach, determining customer wants and needs, sales presentation, overcoming objections, closing the sale, and sales territory management. Also reviewed are communications skills and techniques needed for developing relationships and negotiating sales transactions. Finally, the legal and ethical issues pertaining to contemporary selling are covered. 

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

1. Describe the selling process and the business relationships within this process.
2. Describe the various sales prospecting methods and importance of prospecting.
3. Appraise the different sales presentation methods and when to use them.
4. Demonstrate business negotiations as part of the sales presentation.
5. Explain the importance of verbal and nonverbal communication during the sales process.
6. Differentiate between the major prospect objection categories and how to handle objections from each category.
7. Examine the elements of a successful sales close and the ability to construct a multiple close sequence.
8. Explain the importance of properly handling customers’ complaints in a professional manner.
9. Examine the ethical responsibilities of sales people when dealing with national and international customers.
10. Recognizing the importance of managing one’s own time, territory, and sales career.

MK442 Sales Management (3 cr.)

This course examines the process of managing sales representatives, accounts, and resources in the context of the legal, ethical, and global business environment. It covers the sales force recruiting and hiring process; approaches to sales force training, compensation, and motivation; techniques used in sales forecasting; and approaches to establishing and managing sales territories. Strategies for managing resources and measuring sales goals are also explored.

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

1. Identify the elements that make up an organization’s sales function, and explain how sales operations support organizational goals and strategic marketing initiatives.
2. Describe the role of sales managers and the scope of sales management activities.
3. Review the methods used to recruit sales force candidates, and analyze the ways in which qualified candidates are selected.
4. Examine the training needs of sales representatives and assess the training approaches used as a means of ensuring sales success.
5. Identify the skills and strategies used to manage, motivate, and compensate sales force representatives.
6. Assess the techniques used to create, develop, and manage sales territories, and explain the appropriateness of these techniques under specific situations.
7. Examine the approaches used for generating new accounts, and identify the methods used to forecast account numbers and sales volumes.
8. Discuss the legal and ethical issues pertaining to corporate sales activities, and explain what influences ethical selling behaviors and sales management practices.

MK444 Customer Service & Communications (3 cr.)

This course addresses the importance of customer service and customer-centered communications for ensuring the success of organizational marketing efforts. It explores the concepts of designing systems that meet the service and communications needs of customers, and of building and maintaining lasting customer relationships. Strategies for assessing whether systems promote or hinder an organization’s ability to deliver excellent customer service are examined. Also examined are techniques for designing effective communications and the use of technology to support customer service activities.

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

1. Examine the roles of customer service and customer relationship management as part of the strategic marketing process.
2. Analyze what facets of an organization’s customer service efforts motivate customers to patronize the organization, and which facets turn customers off of market offerings.
3. Design strategies for exceeding customer service expectations and winning customer loyalty.
4. Design strategies for dealing with dissatisfied customers.
5. Examine multicultural customer service, and develop strategies for overcoming cultural barriers that inhibit outstanding customer service.
6. Apply telephone, computer, and web-based technologies to enhance customer service initiatives.
7. Assess and implement techniques for motivating employees to provide outstanding customer service.

MK490 Marketing Management Capstone (3 cr.)

Prerequisite(s): All academic requirements of the student’s program major.  This course must be taken during the student’s last semester in the program.
This course integrates knowledge and skills developed during the marketing program. Core marketing management theories and concepts are explored, analyzed, and summarized.  Global marketing practice and current topics in the marketing field are examined. Professional communications skills, continuing education strategies, and the exploration of corporate social responsibility are also emphasized.

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

1. Evaluate contemporary marketing management theories and concepts.
2. Analyze the global environmental variables relevant to strategic marketing initiatives.
3. Assess the impact of ethical decisions in business organizations.
4. Evaluate diversity in the context of various business environments.
5. Explore current topics in the field of marketing.
6. Demonstrate critical thinking skills related to marketing theory and strategy.
7. Develop strategies for continuing education as a marketing professional.
8. Communicate using inclusive methods in a variety of modes.
9. Demonstrate collaborative communication skills required in business settings.

MFT568 Advanced Diagnostic Assessment and Treatment Planning from a Systemic Perspective (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT569 Psychopharmacology and Couple and Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT570 Systemic and Relational Group Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT571 Attachment Theory in Couple and Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

1. Upon completion of this course, students are expected to be able to do the following:
2. Identify and implement practical application of the content area.
3. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
4. Identify appropriate ethical considerations related to the given topic.
5. Demonstrate emerging knowledge of the topic.
6. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
7. Evaluate personal bias and judgment related to the topic.

MFT572 Clinical Hypnosis (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT573 Introduction to Play Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT574 Parenting Interventions (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT575 Spirituality and Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT576 Marriage and Family Therapy with Immigrant Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT577 In-Home Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT578 Art Therapy with Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT579 Introduction to Grief and Loss Issues in Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT580 Family Therapy with Families with Disabilities (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT581 Medical Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT582 Use of Self in Marriage and Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT583 Assessing and Treating Substance Abuse/Dependency (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT584 Couple and Family Therapy with Gay and Lesbian Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT585 Family Therapy with African American Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT586 Working with Returning Military Personnel and Their Families from a Systemic Perspective (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT587 Marriage and Family Therapy in Rural Areas (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT588 Working systemically with the Eating Disorder Population (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT589 Separating and Divorcing Couples (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT590 Working with Later Life Families: Aging from a Family Perspective (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT591 Family Mediation (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT592 Neuroscience in Couple Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT593 Adoption and Foster Care Issues in Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisitie: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT594 Impact of Trauma in First Responders and Their Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT595 Premarital Counseling (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT596 Hoarding Disorder and Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT597 Trauma and Play Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT598 Mindfulness Based Couples and Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT599 The Business and Practice of MFT (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT605 Individual and Family Lifespan and Development (3 cr.)

Prerequisite(s): Pre/Co-requisites: admission to the MFT program
This course explores the biopsychosocial development and transitions across the individual and family lifespan. The course focuses on the relational, systemic, and generational effects of physical, cognitive, social, emotional, cultural, and gender development.  Developmental theories are examined through a systemic lens.

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

1. Understand the systematic nature of the patterns of growth and development in all human beings.
2. Examine the developmental tasks which the individual must master at each stage of lifespan development.
3. Analyze the effects of social, familial, cultural, and historical effects on development and functioning.
4. Apply principles of development to the understanding of individual behavioral reactions.
5. Analyze content from scholarly writings and mainstream press as they relate to the course content.
6. Evaluate risk and protective factors of development from a systemic perspective.
7. Integrate and apply understanding of attachment and developmental theories through a systemic lens.

MFT608 Psychopathology and Treatment Planning in Developmental Systems (3 cr.)

Prerequisite(s): MFT605 ,  MFT615 , MFT620  
This course examines the assessment and diagnostic process for working with children, adolescents, adults, couples, and families utilizing a developmental systems approach and the criteria from the Diagnostic and Statistical Manual of Mental Disorders (DSM). It explores theoretical and practical contexts which define the concepts of mental health disorders and diagnosis. This course also focuses on principles of case formulation and treatment planning across diverse and developing systems.

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

1. Describe and apply an understanding of the Developmental Systems Approach to issues of working with children, adolescents, adults, couples, and families in a behavioral health setting.
2. Describe and apply the primary diagnostic criteria and categories relevant to children, adolescents, adults, couples, and families as identified in the DSM.
3. Identify relevant clinical information to formulate accurate diagnoses of clients based on presenting problems and associated developmental, family, and historical information.
4. Create applicable, appropriate treatment plans based on DSM diagnoses and case formulation for children, adolescents, adults, couples, and families.
5. Evaluate cultural and ethical issues related to diagnosis.

MFT615 Multicultural Studies of the Family (3 cr.)

Prerequisite(s): MFT605 , MFT620 , 

Pre/Co-requisite MFT617  
This course focuses on the study of culturally diverse couples and families with special emphasis on understanding the significance of cultural contexts in working with people of different cultures. Issues of racism, sexism, heterosexism, ageism, and other -isms are explored. Dynamics of power and privilege are explored. Strategies to prevent biases from interfering with therapeutic relationships are developed. Included is an exploration of various types of couples and families.

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

1. Identify and describe a variety of forms of family diversity, including race, ethnicity, socioeconomic status, gender identity, age, development, sexual identity, physical health or ability, spirituality or religion, trauma exposure, life experience, family structure, communication style, etc.
2. Define family ethnicity, and articulate its connection to related concepts such as culture, class, gender, and racism.
3. Apply examples of diversity in families within ethnic groups to the practice of marriage and family therapy, evaluating how such diversity might lead to differential outcomes.
4. Analyze and evaluate the dynamics and effects of racism, privilege, discrimination, and ignorance in our understanding of multiculturalism and cultural responsiveness.
5. Create effective approaches for working with diverse families in marriage and family therapy settings.
6. Describe gender roles and functions relate to various styles of family organization.
7. Identify values and beliefs systems related to various family forms in order to serve family units that exceed personal experience or conflict with values or belief systems.
8. Create a plan for developing a culturally affirming professional identity.

MFT616 Therapy with Couples and Intimate Partners (3 cr.)

Prerequisite(s): MFT605 , MFT615 ,  MFT617  , MFT618 , MFT619  
This course introduces historical, contextual, and clinical applications to relationships, including couples and couple systems. Relationships between diverse spouses/partners are explored and analyzed in order to create an understanding of the dynamics that enhance relationships from a therapeutic context. Issues regarding communication, conflict resolution, and emotional and behavioral interactions are included.

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

1. Analyze and evaluate couple dynamics from a systemic perspective.
2. Evaluate strengths and problem areas of relationships between partners/spouses.
3. Identify and evaluate the effects of the following on couple dynamics and couples therapy: gender identity, life/relationship stage, sexual orientation, race, ethnicity, culture, socioeconomic status, sexuality, psychiatric disorders, physical health and ability, etc., with special emphasis on cultural responsiveness.
4. Apply understanding of the role of the brain’s neural operation system and its importance in relationship dynamics and treating troubled relationships.
5. Demonstrate therapeutic skills with couples through experiential activities.
6. Identify and evaluate ethical considerations in couples work.