Course Descriptions

MAPA655 Principles of Policy (3 cr.)

This course takes a critical look at the design and evaluation of public policy through policy topics and issues in a wide range of areas. Also covered are regulatory and administrative law, the role of advocacy, legalities of lobbying, and the effect of policy on nonprofits.

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

1. Articulate policy making principles and processes.
2. Analyze the components of effective policy.
3. Apply public policy theory to public administration cases.
4. Analyze how the political, economical, and social culture influences policy.
5. Connect lobbying efforts to the quality and results of policy making.

MAPA660 Inquiry and Data Analysis (3 cr.)

This course explores evaluating the research methodology and findings of relevant literature and reports as well as analysis of data.  Students learn outcome-based approaches to create and conduct program evaluation.

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

1. Select relevant research and literature in their field.
2. Evaluate the validity of data collection methodologies.
3. Interpret data sets.
4. Construct an outcome-based program evaluation.
5. Draw well-articulated conclusions.
6. Translate findings into understandable formats appropriate to the audience.

MAPA690 Capstone: Integrating the Capacities (3 cr.)

This course focuses on integrating knowledge, skills, and tools developed during the program.  It emphasizes critical analysis, synthesis, and evaluation of public and nonprofit administration theory and practice.

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

1. Conduct research on a topic associated with public and nonprofit administration.
2. Critically assess common assumptions about public and nonprofit administration organizations.
3. Apply critical thinking and design thinking skills.
4. Evaluate lines of reasoning offered in support of a viewpoint.
5. Evaluate program learning outcomes in relationship to personal and professional goals.

BPH300 Human Biology (3 cr.)

This course introduces fundamental aspects of human physiology with emphasis on organ systems, their components, and their functions.  Students compare states of health and disease across the lifespan spectrum.  Topics include introductions to human physiology, organ systems, cell biology, and genetics.  The molecular bases for physiologic processes are introduced.  The roles of exercise, nutrition, lifestyle, aging, and the environment on states of health are introduced in relation to fundamental physiological principles.  

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

1. Describe the functions of different organ systems and their constituent components.
2. Explain what a gene is and how genetic regulation and differences contribute to normal physiology as well as diversity and disease.
3. Demonstrate an understanding of how lifestyle affects physiology and ultimately an individual’s state of health or disease. 

BPH400 Foundations of Public Health (3 cr.)

This course provides an overview of the discipline of public health by introducing concepts and structures essential to the promotion of a healthy society.  Emphasis is placed on viewing health and disease from a population perspective in comparison to that of the individual.  The history of the field of public health, the major institutions in the U.S. and worldwide, and critical concepts such as the roles of communication, human behavior, and cultural competence are introduced. 

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

1. Differentiate between the concepts of individual health and public health.
2. Discuss the history of public health initiatives and their impact on local and global health. 
3. Examine the relationship between biological, environmental, developmental, and socio-economic domains of health and disease.
4. Describe interventions of epidemiological research, primary prevention, program development, and the evaluation of the effectiveness of such interventions.
5. Discuss the concept of social determinants of health.
6. Outline the structures and functions of the U.S. public health system.

BPH405 Measurement and Statistics for Health Professionals (3 cr.)

This course introduces students to the use of data, measurement, and basic statistics in the field of public health. This introduction to biostatistics provides an overview of data collection, sample sizes, normality of data sets, basic measurement statistics, parametric and non-parametric statistical comparisons, and statistical significance. Students apply concepts through in-class labs and real world data collection.

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

1.  Apply basic statistical methods.          
2.  Describe the role of data in making inferences and decisions about comparison groups, treatments, and interventions. 
3.  Examine data sets for suitability for statistical analysis.
4.  Use a statistical software package to perform basic statistical analyses. 
5.  Understand approaches to data collection, data evaluation, and statistical comparisons.

BPH410 Introduction to Epidemiology (3 cr.)

Prerequisite(s): BPH400 , BPH405 , HHSM302  
This introductory course considers the meaning, scope, and applications of epidemiology to public health practice and the uses of vital statistical data in the scientific appraisal of community health. Students learn and apply basic epidemiology concepts within a population-based framework, and examine the study of determinants and distributions of disease in the population.  More broadly, students analyze and research health outcomes using a population health lens. Students actively apply epidemiological concepts to current health environments, health trends, emerging research, acute and chronic diseases, infectious diseases, and evolving public health concerns/problems.

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

1.  Define elements of the field of epidemiology and examples of problems that are addressed by epidemiologists. 
2.  Describe the contributions of the field of epidemiology to public health.
3.  Discuss how health data are collected, analyzed, and used to study diseases in populations.
4.  Differentiate between a statistical association and a causal relationship. 

BPH415 Health Policy and Ethics (3 cr.)

Prerequisite(s): BPH400 , HHSM302  
This course explores the concepts of legal, ethical, economical, and regulatory dimensions of healthcare and public health policy, and the roles, influences and responsibilities of the different agencies and branches of government.
 

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

1. Examine the relationship between policy decisions and their effects on community systems and social change.
2. Understand the roles of both governmental and non-governmental agencies in healthcare and public health policy.
3. Identify and relate codes, regulations, and laws to public health issues, including vaccination, drinking water, work place safety, food safety, gun violence, and motor vehicle safety.
4. Analyze the significance of ethical values and beliefs, and the roles they play in decision making.

BPH425 Principles of Population Health and Disease (3 cr.)

Prerequisite(s): BPH300 , BPH400 , HHSM302  
This course provides an introduction to common diseases and their biological and behavioral bases. The relationship between individual health and behavior, and population health and behavior are explored. Acute and chronic diseases, infectious diseases, and their prevention and treatments are described and discussed. The roles that social determinants play in health and diseases are examined.

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

1. Discuss current diseases of societal importance and their biological and behavioral bases.
2. Identify the determinants of health outcomes both within and across groups of individuals.
3. Analyze the socio-economic impact on health status within populations.
4. Articulate the socio-ecological models of population health, including community organizations, social networks, institutional factors, public policy, and individual characteristics.
5. Describe the interaction between biological, genetic, psychosocial, and environmental factors on health across the lifespan continuum.
6. Identify a spectrum of public health interventions that address specific diseases, including the challenges to their implementation.

BPH430 Community and Behavioral Aspects of Public Health (3 cr.)

Prerequisite(s): BPH400 , HHSM302  
This course introduces students to theories and approaches behind health behavior change.  It is an overview of health behaviors that contribute most dramatically to morbidity and mortality.  This course emphasizes public health interventions and strategies to transform unhealthy behaviors into healthy behaviors, how to promote that change, and barriers to affecting such change.  Behaviors are examined from multiple perspectives – individual, social, environmental – with a systems perspective in mind. Current research and theory are applied to behavior change interventions to better understand the roles of health disparities, policy, current political environments, and contemporary research.

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

1. Identify aspects of human psychology and sociology that impact the ability to change behavior.
2. Describe successes and failures in directed health-behavioral changes and causes related to change management.
3. Develop example behavioral change programs, and evaluate their likelihood for success.
4. Examine patterns, outcomes, risk factors, and interventions related to behaviors and associated health problems.  

BPH435 Public Health Communication (3 cr.)

Prerequisite(s): BPH400 , HHSM302  
This course explores fundamentals of public health communication’s role in the healthcare delivery structures, the evolution of healthcare reform, and emergency preparedness. Students explore the roles that health literacy and overall public understanding of health-related concepts and data play in development and implementation of communication strategies.

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

1. Build skills needed to inform and educate people about health issues, including understanding and using appropriate health literacy approaches.
2. Apply skills needed to influence people to adopt healthy behaviors and lifestyles using multiple media, including written, verbal, and technological modalities.
3. Identify best practices in using social marketing and media as part of a strategy for designing an effective public health campaign.
4. Examine the latest communication innovations, tools, technologies, research, and strategies used in the public health field.

BPH440 Introduction to Public Health Program Planning and Development (3 cr.)

Prerequisite(s): BPH400 , BPH410 , BPH435 , HHSM302  
This class provides students with the tools for planning effective public health interventions. Students learn about conducting needs assessments, developing intervention strategies involving community stakeholders, project and budget management, and writing grant proposals.  

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

1. Identify and study a public health organization based on an intervention topic.
2. Review best practice methods and techniques in relation to program development, including stakeholder involvement and needs assessment tools.
3. Propose a program and develop goals and objectives, using a health education logic model.
4. Plan an intervention strategy based on appropriate behavior change models.
5. Identify a project management system and action plan for implementing a program.
6. Understand funding sources/cycles and grant application writing and submission as part of the program planning and development process.

BPH445 Introduction to Public Health Program Implementation and Evaluation (3 cr.)

Prerequisite(s): BPH400 , BPH410 , BPH430 , BPH435 , HHSM302  
This class provides students with the tools for implementing and evaluating public health programs, following the planning and development stages.  Students learn applicable skills such as project management, working with community stakeholders, and collecting and analyzing data.  Effective program evaluation, compliance, reporting, and quality improvement techniques are explored.

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

1. Discuss application of an intervention strategy based on appropriate behavior change models.
2. Demonstrate how to effectively facilitate a community stakeholder meeting.
3. Review and analyze data related to measuring the effectiveness of public health programs.
4. Assess quality improvement techniques to determine if public health project goals have been met.
5. Demonstrate how to effectively communicate public health programs and supporting information through written and oral methods.

BPH490 Applied Public Health Experience-Capstone (3 cr.)

Prerequisite(s): Completion of all required BPH courses and general education requirements must be completed or taken concurrently.
This summative course integrates the skills and knowledge developed in previous coursework and applies them to a practice-based project.  Students select a focused problem, challenge, or question pertaining to the practice of public health. This full semester course includes a public health field experience, a research paper, and a final presentation related to the student’s professional goals.

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

1. Describe the social, behavioral, and cultural frameworks in public health that promote positive change within a focused aspect of the discipline.
2. Analyze the impact of public health strategies on a local problem and relate this to regional and global problems.        
3. Synthesize related literature on a focused public health topic into written and verbal summaries.
4. Summarize the challenges and opportunities that affect the public health within one or more public health agencies.
5. Create professional goals and career development strategies designed to impact the job seeking process for the individual student.

MPH600 History and Philosophy of Public Health (3 cr.)

This course provides an overview of the public health field to begin to explore the gaps and inequities in health outcomes.  Students consider the history of public health practice and research, national and global structural institutions, and basic concepts and theories that inform public health practice.  Emphasis is placed on healthy equity from a population perspective. Major data and research resources are reviewed to support future research endeavors.

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

1. Relate public health history, philosophy, and values to current programs or initiatives.
2. Identify the core functions of public health and the 10 Essential Services.
3. Describe the current healthcare field as it relates to population health.
4. Identify and use behavioral health theories to describe examples of public health practice.
5. Define the fields of environmental health, community health, epidemiology, biostatistics, and their interrelationship.
6. Articulate the social, political, and economic determinants of health and how they contribute to population health and health inequities.
7. Locate and use key public health data sources.
8. Summarize and analyze current literature and research on public health topics.

MPH605 Foundations of Biostatistics (3 cr.)

This course covers the appropriate use of data in characterizing the health of a population and provides an overview of probability and statistical inference in public health. Students learn the principles of collecting, analyzing, and presenting data. Topics include random variation, confidence intervals, hypothesis testing, chi-square distribution, and linear regression.  Students apply concepts through in-class labs that evaluate statistics used in public health publications.

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

1. Describe the role of biostatistics in planning, conducting, analyzing, and interpreting public health research.
2. Apply basic statistical methods commonly used with public health data.
3. Use a statistical software package to perform basic statistical analyses, including descriptive and inferential techniques.
4. Identify the principal national and state public health data sets that are available for analyses.
5. Articulate the benefits and pitfalls of using statistical significance in interpreting findings.
6. Evaluate the use and interpretation of statistical analyses in public health publications.

MPH610 Social and Behavioral Aspects of Public Health (3 cr.)

This course provides an overview of social, cultural, and behavioral aspects that influence public health.  Students examine socio-cultural structures related to behavioral health, and apply concepts and theories to begin to address community health issues.

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

1. Articulate behavioral and psychological factors that affect a population’s health.
2. Distinguish social determinants of health from biological and other determinants of health.
3. Analyze the social structures that influence health status and behavior in individuals and populations.
4. Use an ecological or systemic analysis to analyze individual, community, and population level problems in mental health, addiction, obesity/nutrition, and violence.
5. Identify the most important considerations in choosing the right theory to address a health behavior problem in a particular population and context.
6. Apply basic theories, concepts, and models used in public health interventions.

MPH615 Principles of Epidemiology (3 cr.)

This course provides basic epidemiologic concepts and methods for public health practitioners, including an understanding of various measures of risk, disease, and mortality in populations. Students learn types of epidemiologic strategies used to examine associations between risk factors and morbidity and mortality and how to distinguish between a statistical association and a causal relationship.  The course includes an overview of chronic and infectious disease epidemiology using historical and current public health challenges. In addition to studying various aspects of disease in populations, the importance and types of disease prevention are included.

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

1. Distinguish between a clinical and a population approach to risk factors and disease.
2. Articulate biological and genetic factors that affect a population’s health.
3. List major causes and trends in morbidity and mortality in the United States or other large population.
4. Illustrate how globalization affects global burdens of disease.
5. Calculate and interpret common epidemiologic measures (incidence and prevalence rates, relative risk, odds ratios) to draw appropriate inferences.
6. Discuss how various epidemiologic studies (cross-sectional, case-control, cohort, ecologic, and intervention) are used to study statistical associations between risk factors and disease or death outcomes.
7. Critically evaluate strengths and weaknesses of epidemiologic methods.
8. Use an existing database to describe risk factor prevalence and morbidity and mortality rates for a specific disease in a specific geographic area.
9. Differentiate between a statistical association and a causal relationship between a risk factor and a health outcome. 
10. Discuss the science of primary, secondary, and tertiary prevention in population health including health promotion and the use of clinical prevention services.
11. Identify ethical and legal implications of epidemiologic practice.
12.  Interpret epidemiological data, evaluating the strengths and limitations of epidemiologic reports.
13. Interpret results of data analysis in technical and lay language both in writing and through oral presentation.      

MPH620 Environmental Determinants of Health (3 cr.)

This course examines how urban and rural environmental factors, including social, physical, and chemical, are examined as determinants of health, with an emphasis on current topics related to national issues and laws and strategies used to reduce or eliminate health threats and provide health equity.

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

1. Relate key concepts and strategies of environmental sciences to public health practice in various situations.
2. Explain an ecological perspective on the connections among human health, animal health, and ecosystem health (e.g., One Health)
3. Identify contributing factors, such as biological susceptibility, social, political, and economic determinants of health, to individual and population vulnerability, health, and health inequity.
4. Analyze possible impacts of a range of environmental factors, including changes in demographics, economics, energy demand, climate, and pollution, on human health and food and water security.
5. Articulate roles, policies, and regulations of agencies and institution involved in regulating and mitigating environmental and occupational risks.
6. Connect the concepts of equity, justice, and sustainability to proposed health and environment solutions.
7. Identify opportunities for and barriers to sustainable changes to promote health, well-being, and equity.

MPH630 Public Health Research and Analysis (3 cr.)

Prerequisite(s): all MPH core courses
This course provides an overview of quantitative and qualitative research study design, data collection, and analysis. Ethical issues in health studies and research are explored within the context of research studies and data algorithms.

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

1. Analyze the critical importance of evidence in advancing public health knowledge.
2. Interpret and synthesize related literature as a foundation to a research study.
3. Analyze ethical aspects of research, including informed consent.
4. Select and evaluate the most appropriate methodology and research design for studies.
5. Analyze the cultural context and bias in research design and interpretation.
6. Apply quantitative and qualitative methods and science in describing and assessing a population’s health.
7. Interpret and apply the principles of the ethical practice of public health.

MPH635 Design of Community Health Programs and Interventions (3 cr.)

Prerequisite(s): all MPH core courses
This course explores the research and process of designing effective public health programs and interventions.  Students use tools and techniques to engage and involve communities, assess community needs, and create appropriate, evidence-based programs and interventions with an emphasis on health equity. Topics include behavior change theory, logic models, community engagement and participation, rationale development, and timeline and budget creation.  

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

1. Define the presence of a community or potential community and its subgroups to ensure appropriate place-based public health initiatives.
2. Create and use tools that assess population needs, assets, and capacities that affect communities’ health.
3. Select appropriate strategies for different audiences and sectors.
4. Develop a realistic and valid logic model to support program development.
5. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs with a focus on health equity.
6. Critically examine the strengths and weaknesses of program design strategies for different populations and situations.
7. Apply basic principles and tools of budget and resource management.
8. Integrate public health behavior change theories, interventions, and strategies into community engagement, organizing, and outreach.
9. Outline expected outcomes to be measured through evaluation.

MPH640 Evaluation of Community Health Programs and Interventions (3 cr.)

Prerequisite(s): all MPH core courses and MPH635  
This course builds upon concepts and experiences of MPH635 Design of Community Health and Interventions.  Qualitative and quantitative evaluation methods for design and implementation are explored using real examples and experiential learning.  Topics include survey development and execution, interview and focus group design and practice, return on investment, reporting, and communicating evaluation results.

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

1. Provide rationale for program evaluation in a variety of circumstances.
2. Critically examine the strengths and weaknesses of evaluation tools for different populations and situations.
3. Critically examine the strengths and weaknesses of evaluation methodologies for different populations and situations.
4. Select quantitative and qualitative data collection and evaluation methods appropriate for a given public health context.
5. Create effective evaluation tools to meet the needs of identified populations.
6. Implement an effective program evaluation.
7. Use evaluation analyses to suggest future program development.
8. Use a combination of communication avenues (oral, written, and visual) to explain evaluation purpose, methods, and findings. 

MPH645 Population Health and Community Organizing (3 cr.)

Prerequisite(s): all MPH core courses
In this course, students focus on community organizing as a process for collaborative efforts among communities and organizations to identify public health issues, set mutual goals, assess and gather resources, and develop actions to address them in a culturally-competent manner.

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

1. Identify community assets and resources toward building community health initiatives.
2. Assess community characteristics and capacities in order engage community members as equals in identifying, mobilizing, and addressing public health issues together.
3. Articulate methods to build social capital among people and organizations to work toward mutually beneficial public health goals.
4. Practice cultural humility to appreciate, value, and celebrate cultural differences.
5. Apply community organizing models to community health initiatives.
6. Articulate the role and ethical implications of health educators working in community organizing.
7. Plan community public health collaborations with other sectors, including faith communities, public safety, public officials, civic organizations, and urban and rural planning agencies.
8. Build and maintain community and individual partnerships through the use and promotion of leadership, team building, negotiation, and conflict resolution skills.

MPH650 Health Promotion and Communication (3 cr.)

Prerequisite(s): all MPH core courses and MPH645  
In this course, students learn to plan educational, political, environmental, regulatory, and organizational mechanisms that promote and support wellness conditions and activities for individuals, populations, or communities.  Social media and technology use, marketing methods, and visual and group communication strategies are explored as means to create and disseminate understandable public health information and data.

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

1. Analyze the perspectives and features of a public health communications campaign.
2. Apply basic marketing methods and psychology to public health communications.
3. Plan a comprehensive social media strategy to promote a public health initiative.
4. Incorporate public health statistical and scientific information into communications in a clear, relevant, and meaningful way to the intended audience.

MPH680 Field Experience Part I (1 cr.)

Prerequisite(s): program director permission
Students select a public health agency, nonprofit, or private institution in which to apply and integrate skills and knowledge gained in the program. At least 240 hours over the 4 credit experience must be completed on a field project arranged with the organization and meeting program guidelines, preferably at one site. A portfolio approach is used to assess student performance and demonstration of competencies.

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

1. Demonstration at least five program outcomes, three of which must be foundational, aligned with the field project.
2. Articulate an understanding of public health organizational and policy issues, administration, research, funding mechanisms, programming, and challenges faced by the organization.
3. Demonstrate leadership skills in the design, implementation, and/or evaluation of public health programs.

MPH681 Field Experience Part II (1 cr.)

Prerequisite(s): Pre/co-requisite: MPH680  
Students select a public health agency, nonprofit, or private institution in which to apply and integrate skills and knowledge gained in the program. At least 240 hours over the 4 credits must be completed on a field project arranged with the organization and meeting program guidelines, preferably at one site. A portfolio approach is used to assess student performance and demonstration of competencies.

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

1. Demonstration at least five program outcomes, three of which must be foundational, aligned with the field project.
2. Articulate an understanding of public health organizational and policy issues, administration, research, funding mechanisms, programming, and challenges faced by the organization.
3. Demonstrate leadership skills in the design, implementation, and/or evaluation of public health programs.

MPH682 Field Experience Part III (1 cr.)

Prerequisite(s): Pre/co-requisite: MPH681  
Students select a public health agency, nonprofit, or private institution in which to apply and integrate skills and knowledge gained in the program. At least 240 hours over the 4 credits must be completed on a field project arranged with the organization and meeting program guidelines, preferably at one site. A portfolio approach is used to assess student performance and demonstration of competencies.

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

1. Demonstration at least five program outcomes, three of which must be foundational, aligned with the field project.
2. Articulate an understanding of public health organizational and policy issues, administration, research, funding mechanisms, programming, and challenges faced by the organization.
3. Demonstrate leadership skills in the design, implementation, and/or evaluation of public health programs.

MPH683 Field Experience Part IV (1 cr.)

Prerequisite(s): Pre/co-requisite: MPH682  
Students select a public health agency, nonprofit, or private institution in which to apply and integrate skills and knowledge gained in the program. At least 240 hours over the 4 credits must be completed on a field project arranged with the organization and meeting program guidelines, preferably at one site. A portfolio approach is used to assess student performance and demonstration of competencies.

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

1. Demonstration at least five program outcomes, three of which must be foundational, aligned with the field project.
2. Articulate an understanding of public health organizational and policy issues, administration, research, funding mechanisms, programming, and challenges faced by the organization.
3. Demonstrate leadership skills in the design, implementation, and/or evaluation of public health programs.

MPH690 Integrative Learning Capstone (2 cr.)

Prerequisite(s): All MPH requirements; co-requisite MPH681  or MPH682  
Students conduct a critical review of a public health issue, usually based on the field experience. Students examine current published research and available data to identify trends, explore underlying factors, analyze data, and make recommendations. Student write a journal article summary and present a poster presentation to peers and professionals.

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

1. Pose a public health research question.
2. Conduct a review of relevant literature.
3. Analyze public health data.
4. Make evidence-based recommendations to address identified issue.
5. Use a journal article format to write a critical review.
6. Present a poster presentation to peers and professionals.

PSA600 Public Safety Systems (3 cr.)

This course examines public safety systems including the political, legal, social, and policy environments that impact public safety. It addresses current technology, training assessment, ethical issues, application of current research, strategies for creating partnerships, and working relationships among public safety organizations.

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

1. Formulate significant, researchable issues within public safety.
2. Critically evaluate competing public safety system priorities.
3. Analyze issues through political, legal, social, and policy environments.
4. Provide objective and critical analysis of competing public safety issues within both a personal and professional ethical framework.
5. Develop strategies to manage change and lead competing system priorities.
6. Evaluate how global issues impact local public safety.
    

PSA605 Community Relations (3 cr.)

This course examines various strategies for community building and developing partnerships in the community. It addresses problem solving and team building that encourages community involvement. The course covers building media relationships that foster communication and trust within the community. Conflict prevention/resolution and negotiation are addressed.

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

1. Locate, evaluate, and use relevant information reflecting all sides of a question or issue.
2. Distinguish types and uses of professional and research literature.
3. Analyze the effective use and limitations of various media and social media formats.
4. Compare and contrast various law enforcement brands.
5. Evaluate the reasonability of emerging ideas and beliefs without reference to their popularity or consistency with existing organizational practices.
6. Develop effective strategies to mediate and resolve differences in the community.
7. Write an executive summary related to a community collaboration event.

PSA610 Risk Management in Public Safety (3 cr.)

This course examines risk and risk-management principles. It focuses on liability issues in public safety and strategies to reduce associated risk. A key focus of the course is training as a risk management technique.

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

1. Analyze public safety risk issues.
2. Apply risk management principles.
3. Organize information using criteria that apply across different viewpoints and allow for qualitative comparisons.
4. Evaluate the ability to influence others through internal marketing strategies, emotional intelligence, and critical thinking.
5. Design a comprehensive risk management plan.
6. Create an executive summary of a risk management plan.
7. Develop effective visual materials to complement written or oral presentations.
    

PSA615 Homeland Security and Emergency Management Principles (3 cr.)

This course focuses on emergency management principles, planning for natural and man-made disasters, recovery procedures, and Federal Emergency Management Agency (FEMA) procedures. It provides strategies for building partnerships with other agencies. Homeland security, threat awareness, and training issues are discussed.

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

1. Apply emergency management principles.
2. Apply incident command principles.
3. Develop partnerships with FEMA and working relationships with other public safety professionals.
4. Plan and train for disasters and recovery.
5. Develop threat awareness at the community level.
6. Use APA style correctly.
    

PSA620 Public Sector Finance (3 cr.)

This course covers budgeting, grant writing, grant management, reporting, and revenue sources used by the public sector manager. It includes financial statement analysis and asset management. It provides an ethical financial perspective to be used in the public sector.

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

1. Apply basic accounting principles.
2. Prepare and manage budgets.
3. Identify alternative funding sources.
4. Establish reporting requirements and procedures.
5. Analyze financial statements.
6. Evaluate global financial trends and their impact on public sector finance.
7. Utilize asset management techniques.
8. Evaluate the ethical practices of financial resource allocation.
9. Analyze data for decision making and planning.

PSA625 Managing Public Safety Resources (3 cr.)

This course focuses on the role of the public safety leader as an innovator and change agent.  Areas covered include creating competitive human resource strategies, internal marketing practices, innovative technology approaches, and sharing/consolidating resources between agencies.

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

1. Research and forecast future organizational staffing and technology needs.
2. Evaluate strategies for hiring, evaluating, and developing employees.
3. Implement successful labor management procedures.
4. Design an internal marketing strategy.
5. Examine the ethical impact of technology on human resources.
6. Analyze public safety consolidation models.
    

PSA630 Public Safety in Schools (3 cr.)

This course examines public safety issues affecting schools. It stresses the importance of public safety personnel and school personnel working together to provide a safe learning environment for students. Topics include public safety and school partnerships, the role of the school resource officer, best practices for before and after school events, safety planning models, current juvenile issues, and security checks.

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

1. Analyze and describe school violence.
2. Identify and explain safe school strategies and model programs.
3. Identify and assess threats in schools.
4. Develop a safe school plan/program
5. Identify and apply key court rulings related to schools.
6. Evaluate the importance of police, community and school partnerships as they relate to school safety.
    

PSA640 Public Safety Psychology (3 cr.)

This course is designed to help public safety leaders understand the role of the psychologist within law enforcement, fire service, emergency management, emergency medical, private security, and military organizations. The role of the psychologist in crisis management is emphasized. As psychological consumers, managers learn what to expect from the psychologist and how to hire.

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

1. Explain the impact of a psychologist on a public safety organization.
2. Identify strategies and traits to look for in hiring a psychologist.
3. Differentiate the roles of a psychologist within a public safety agency.
4. Articulate ways in which to maximize the role of a psychologist within a public safety agency.
5. Analyze how HIPPA can impact internal policy.
6. Construct departmental policies which will formalize the role of the psychologist within the organization.
7. Articulate the differences between an internal department psychologist and a consultant role for the psychologist.
    

PSA680 Public Safety Administration Field Experience (3 cr.)

The Public Safety Administration Field Experience is an opportunity to interact with public safety officials in other local, state, federal, or international arenas regarding common issues and practices.  The areas of criminal investigations, immigration, homeland security, and delivering public safety services to diverse populations especially involve cooperative work across governing borders.  The field experience provides a short-term immersion in another community, providing opportunity for comparative analysis and reflection.

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

1. Develop intercultural awareness.
2. Identify and analyze local and common public safety issues.
3. Evaluate the impact of the political, ethical, social, and policy environments that impact public safety.
4. Reflect on the applications of diverse frames of reference in regards to one’s leadership approach.
    

PSA689 Public Safety Capstone (3 cr.)

This course integrates knowledge and leadership skills developed in previous courses providing an opportunity to apply them to a selected topic. Each student also selects a leadership issue currently confronting their field of study or profession, clearly defines the issue using appropriate references and resources, and creates a paper and presentation which addresses the issue from a leadership perspective.

Upon completion of the course, the student should be able to do the following:

1. Critically evaluate an issue through research.
2. Develop and recommend solutions.
3. Analyze the ethical implications of recommended solutions.
4. Identify management and leadership principles relevant to their selected issue.
5. Address the laws, rules, regulations, and policies relevant to the issue.
6. Present the problem and solutions through executive summary, research synthesis, and oral presentation.
7. Provide peer critique and support.

EDSE600 Orientation (0 cr.)

EDSE607 Literacy Development and Interventions (3 cr.)

EDSE631 Foundations of Special Education (3 cr.)

EDSE632 Survey of Learners with Exceptionalities (3 cr.)

EDSE633 Reading, Language Arts, and Children’s Literature Methods (4 cr.)

EDSE634 Assistive Technology, Instruction, & Interventions (3 cr.)

EDSE635 Behavior Theories (3 cr.)

EDSE636 Assessment & Evaluation of Learners with Exceptionalities (3 cr.)

EDSE637 The IEP Process (3 cr.)

EDSE638 Transition and Collaboration (3 cr.)

EDSE639 Social Emotional Learning and Well-Being (3 cr.)

EDSE641 Characteristics: Emotional/Behavioral Disorders (3 cr.)

EDSE642 Strategies and Assessment: Emotional/Behavioral Disorders (3 cr.)

EDSE646 Assessment and Application: Emotional/Behavioral Disorders (3 cr.)

EDSE647 Introduction to Behavioral Theories: Emotional/Behavioral Disorders (3 cr.)

EDSE648 Applied Behavioral Interventions: Emotional/Behavioral Disorders (3 cr.)

EDSE651 Characteristics: Learning Disabilities (3 cr.)

EDSE652 Strategies and Assessment: Learning Disabilities (3 cr.)

EDSE656 Assessment and Application: Learning Disabilities (3 cr.)

EDSE657 Advanced Instruction and Methods: Learning Disabilities (3 cr.)

EDSE658 Adolescence to Post-Secondary: Learning Disabilities (3 cr.)

EDSE661 Characteristics: Autism Spectrum Disorder (3 cr.)

EDSE662 Strategies and Assessment: Autism Spectrum Disorder (3 cr.)

EDSE663 Assessment and Application: Autism Spectrum Disorder (3 cr.)

EDSE667 Introduction to Behavioral Theories: Autism Spectrum Disorder (3 cr.)

EDSE668 Applied Behavioral Interventions: Autism Spectrum Disorder (3 cr.)

EDSE681 EBD/LD Practicum 1 (1 cr.)

EDSE682 EBD/LD Practicum 2 (1 cr.)

EDSE683 EBD/LD Practicum 3 (1 cr.)

EDSE684 ASD Practicum 1 (1 cr.)

EDSE685 ASD Practicum 2 (1 cr.)

EDSE686 ASD Practicum 3 (1 cr.)

EDSE688 Clinical Field Experience (0 cr.)

EDSE689 Field Experience for Practicing Educators (6 cr.)

EDSE690 Professional Capstone/Portfolio (2 cr.)

EDSE698 Research Methods (3 cr.)

EDSE699 Action Research (3 cr.)

EDUC539 Scientifically-Based Reading Instruction for Elementary Teachers (3 cr.)

MED615 Becoming a Community of Learners (4 cr.)

In this first semester, learners engage in social emotional learning experiences to learn how self-awareness influences learning, teaching, and interactions with others.  Learners engage in reflection of current beliefs and practices to develop a vision of personal and professional growth as an educator.  Learners gain an appreciation of what it means to be a member of a learning community by experiencing learning with, from, and for others. This learning, together in association with one another deepens appreciation of the diverse perspectives that are a part of a learning community model.  Study and application of research based practices that span the duration of the program begin in exploration of concepts and the impact of classroom environment on learning.

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

1. Use the results of various self-awareness assessments to reflect on their strengths and weaknesses.
2. Describe the five competencies of social emotional learning.
3. Challenge beliefs about teaching and learning.
4. Describe the impact of learning in a community of learners.
5. Identify and unpack concepts.
6. Unpack association.

MED616 Applying Social Emotional Learning and Principles of Community (2 cr.)

In this practicum course learners apply principles of community and social emotional learning to the everyday classroom experience. Application of learning is captured and documented through reflective thinking.  

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

1. Apply research-based strategies into classroom practice.
2. Use reflective models to analyze practice.

MED625 Developing Principles for Practice (4 cr.)

In this learning experience, learners continue the journey of self­-study, engaging in critical reflection on beliefs and current practices. While growing together toward true community, learners practice skills of coaching thinking and feedback, designed to build the capacity of others.  Learners begin to explore intentional design and examine the action research process, while deepening their understanding of the concepts uncovered in semester one of community and environment.  Within curriculum design, learners experience, explore, and implement multiple assessment and instructional strategies.

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

1. Use feedback and coaching thinking to assist other community members’ reflections on improving and evaluating practice.
2. Write enduring understandings and essential questions connected to concepts and outcomes.
3. Classify assessments as “for” learning, “of” learning, and “as” learning.
4. Identify elements of a classroom environment that integrate social, emotional, and academic learning.
5. Articulate the importance of an intentional approach to design.
6. Unpack generativity.

MED626 Applying Principles for Practice (2 cr.)

In this practicum course learners apply the learning from MED 625 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

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

1. Apply research-based strategies into classroom practice.
2. Use reflective models to analyze practice.

MED633 Developing Principles for Practice Part 1 (2 cr.)

Prerequisite(s): MED615  and MED616  (concurrent courses)
In this course, learners practice coaching thinking and feedback skills, while growing toward true community. Learners practice these skills while engaged in problem posing and problem solving dialogue at the M.Ed. Spring Conference.  In addition, learners begin to explore intentional design and examine the action research process, while deepening their understanding of the concepts of community and environment.

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

1. Use feedback and coaching thinking to assist other community members’ reflections on improving and evaluating practice.
2. Write enduring understandings and essential questions connected to concepts and outcomes.
3. Unpack generativity.

MED634 Developing Principles for Practice Part 2 (2 cr.)

Prerequisite(s): MED615  and MED616  (Runs concurrently with MED 626 and 635)
In this learning experience, learners continue the journey of self­-study, engaging in critical reflection on beliefs and current practices.  Within curriculum design, learners experience, explore, and implement multiple assessment and instructional strategies.

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

1. Classify assessments as “for” learning, “of” learning, and “as” learning.
2. Identify elements of a classroom environment that integrate social, emotional and academic learning.
3. Articulate the importance of an intentional approach to design.

MED635 Research and Design (4 cr.)

Learners formalize the approach to research and design, building on learnings from previous semesters.  Learners gain a deeper understanding of the integration of pedagogy across the IDEA (instruction, discipline, environment, and assessment) spectrum.  Design of assessment and data collection tools is a primary focus.  Employing the concept of adaptation, learners apply the nuances of being a power searcher through extensive independent research. Research is centered on concepts derived from sensed needs and curiosity.

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

1. Formulate an inquiry question that drives research.
2. Locate, evaluate, and organize resources.
3. Analyze and synthesize research.
4. Design and evaluate data collection tools and assessment tools.
5. Develop a classroom environment design encompassing climate, culture, and physical space.
6. Unpack adaptation.

MED636 Applying Research to Design (2 cr.)

In this practicum course learners apply the learning from MED625 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

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

1. Apply research based strategies into practice.
2. Use reflective models to analyze practice.

MED645 Integrating Principles of Design into Practice (4 cr.)

Building on previous semesters, learners begin the implementation of a research-based classroom environment plan and action research process. Learners work collaboratively with community members, applying coaching thinking approaches to problem pose and problem resolve, and to construct a deeper understanding of strategies that enhance student learning. Learners apply previous course learnings and best practice to curricular design. Through examination of best practice and building upon curricular design work from previous semesters, learners apply this knowledge to curricular design. Learners begin forming beliefs around the concept of leadership, and examine the concept of presence and the role it plays in being a Lasallian educator.

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

1. Engage in the action research process.
2. Examine leadership.
3. Apply coaching thinking skills.
4. Reflect about their practice to uncover assumptions, biases, and show the transformation of thinking.
5. Design instruction, integrating a variety of learning theories and research-based strategies.
6. Describe Lasallian education and its connection to self.
7. Unpack presence.

MED646 Application of Research and Design (2 cr.)

In this practicum course, learners apply the learning from MED645, implementing your action research and classroom environment design. Application of learning is captured and documented through reflective thinking.

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

1. Apply research-based strategies into classroom practice.
2. Implement action research.  
3. Use reflection to analyze practice.

MED655 Becoming a Teacher Leader (4 cr.)

In this culminating semester, learners prepare themselves to be learning leaders.  They identify an approach to leadership, identifying opportunities to embrace and practice the role as a teacher leader. Learners expand their circle of influence by continuing to develop their personal learning network and facilitating dialogue amongst other educators at the spring conference. Leading with curiosity and gratitude, learners use concept-centered dialogue to cultivate leadership qualities. Learners incorporate real life, authentic learning experiences into their practice by integrating design, collaboration, and community-based processes, while applying the habit of reflection. Learners write an intentional plan of continued growth and application of learning as they embark on being a master teacher.

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

1. Participate in professional dialogue.
2. Identify their own leadership style through a developed capacity for self-awareness.
3. Draw on their strengths to be agents of change.
4. Embed research into the design of engaging instruction, environment and assessment.
5. Articulate their transformation as teachers, learners, and wholehearted selves, including a plan for continual growth.
6. Unpack engagement.

MED656 Applying Principles of Leadership (2 cr.)

In this practicum course, learners apply the learning from MED655 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

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

1. Integrate research-based strategies into classroom practice.
2. Use critical reflection to analyze practice.
3. Articulate the impact of a classroom environment designed to integrate social, emotional, and academic learning.  
4. Make intentional contributions to education.
5. Facilitate professional dialogue.

MSW600 History and Philosophy of Social Work and Social Welfare (3 cr.)

In tracing their corresponding historical trajectories, this course examines the assumptions, values, and events that have shaped social welfare policy in the United States and the profession of social work. Social work values, principles, and ethics are grounded in the social, economic, political, and cultural contexts from which they evolved. Social welfare policy is examined within its historical context with particular attention given to the legacies of poverty, racism, sexism, and heterosexism.

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

1. Compare the distinctive attributes of contemporary social work professionals within the social work profession’s historical evolution and the societal context in which it continues to evolve. (G1c)
2. Identify and govern one’s own values, beliefs, attitudes, and behaviors in congruence with the professional values and ethics of social work as outlined in the NASW Code of Ethics. (G2g)(G2e)
3. Evaluate how social work policies and functions at all practice levels serve to stimulate or impede advancement of human rights and social, economic, and environmental justice. (G3b)(G2f)
4. Identify inherent injustices, biases, and barriers in social work functions at all practice levels. (G3c)(G2e)(G2f)
5. Design and promote ethical responses to societal injustices by drawing on the profession’s rich legacy of fomenting social change. (G3c)
6. Examine the successes and failures of existing and developing social policies in protecting human rights and promoting the dignity and worth of all individuals. (G5a) (G2c)
7. Apply social work ethics, values, and its legacy of leadership in creating positive and progressive social change at all levels of society. (G5b)

MSW605 Generalist Practice I: Individuals and Families (3 cr.)

Prerequisite(s): or Co-requisite MSW600 
This course provides the foundation for social work with individuals and families. Utilizing frameworks such as ecosystemic theory, cultural context, and a developmental lens, students learn basic concepts and methods for engagement, assessment, and intervention. Students also learn basic skills for evaluating interventions and reflecting on the social worker’s professional role and use of self in clinical relationships with individuals and families.

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

1. Identify reflective skills and facilitate self-assessment of values and core beliefs as relevant to engagement with individuals and families. (G1b)(G2e)
2. Develop a critical understanding of the potential impact of diverse developmental experiences (G2b)
3. Compare theories of clinical practice. (C2b)
4. Articulate basic tenets of clinical social work theoretical models as they apply to engagement with individuals and families. (G6b)
5. Practice basic social work methods and techniques for responsively and effectively engaging with both individuals and families across a diverse range of communities and contexts. (G6c)(G2c)

MSW607 Generalist Practice II: Groups and Large (3 cr.)

Prerequisite(s): MSW605  
This course provides the foundation for social work practice with groups, organizations, and communities as vehicles of change to promote individual and community well-being. Students learn the principles and processes of group work, group facilitation and leadership skills, and strategies to apply group work principles toward collaboratively identified outcomes. Utilizing frameworks such as ecosystemic theory and models of collective action, students critically reflect on the ethical use of self as an essential resource to engage and sustain participatory collaborative action within and among diverse constituencies.

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

1. Identify standards of the NASW Code of Ethics and relevant laws and regulations that promote or impinge upon participatory action. (G1a)
2. Examine how group facilitation and leadership skills are used to engage, support, and sustain varied forms of group work, including participatory collaborative action, among diverse stakeholders. (G1b)(G1g)(G2c)
3. Analyze the relationship between the profession’s commitment to democratic participation in group decision making and one’s developing professional social work identity. (G1c)(G1g)
4. Summarize information on the work of groups actively responding to specific economic, social, racial, and cultural factors that affect community well-being. (G3a)
5. Propose and comparatively evaluate strategies by which a group, organization, or community can advocate for policy or practice change to promote human rights and social justice. (G3b)(G2c)(G9c)
6. Produce clear, coherent, accurate, and inclusive oral and written communication about the processes and outcomes of group work for internal and external audiences. (G6d)(G9c)(G1F)
7. Demonstrate appreciative curiosity to understand how interpersonal dynamics and contextual factors may strengthen and potentially threaten group cohesion and efficacy. (G6e)(G2c)
8. Identify, collect, and present relevant information to support the work of groups, organizations, or communities in establishing priorities for action. (G7a, G7b)(G1g)
9. Articulate the unifying values, goals, and expectations of the members of a group, organization, or community to balance self-determination and interdependence in sociocultural context. (G7d, G7e)
10. Explain how the contribution of professional social work knowledge or experience can enhance capacities of group members or the group as a whole to achieve its goals. (G8a)(G8e)
11. Critique the range of strategies that may be required to negotiate, mediate, and advocate between group members and on behalf of a group’s articulated goals. (G8d)(G8e)
12. Articulate how informal and formal procedures and rules function to limit or enhance interdependence, inclusion, and self-determination within and between groups, organizations, or communities. (G8e)(G2f)
13. Appraise the role of self-advocacy groups in establishing, monitoring, and changing definitions of success embedded in practice, program, and policy outcomes. (C9a)(G9c)
14. Determine practice outcome evaluation methodologies that value the cultural strengths, expertise, and perspectives embedded in groups, organizations, and communities. (G9a)
15. Infer short- and long-term practice improvement goals that participatory action groups may adopt based on relevant practice or program evaluation findings. (G9d)(G9c)

MSW610 Human Behavior in the Social Environment I: Families, Groups, Organizations, and Society (3 cr.)

Prerequisite(s): Human Biology and Pre- or Co-requisite: MSW600  
This course is the first of three courses exploring human development and behavior across the lifespan. Consistent with social work principles, human behavior and interactions are examined through person-in-environment and strengths-based perspectives.  In this foundational course, students acquire knowledge of multiple theories of human bio-psycho-social development as well as major conceptual frameworks for understanding human interactions within families, groups, organizations, and communities.

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

1. Summarize major theories of human behavior, including ecological, systems, psychodynamic, cognitive, behavioral, and lifespan developmental frameworks and the usefulness of each theory in building effective engagement with client populations. (G6b)
2. Analyze how privileged ideologies, theories, and social narratives contribute to implicit biases which, in turn, hamper engagement with individuals, families, groups, organizations, and communities across the broad spectrum of human diversity.  (G6b)(G2c)
3. Illustrate the strengths and limitations of each theory of human behavior in assessing the strengths and needs of clients and constituencies.  (G7c)(G2c)
4. Examine how the conceptualization of the relative strengths and needs of each client population is altered by the theoretical perspective through which it is viewed. (G7c)(G2c)
5. Analyze how each framework studied influences intervention strategies and tactics. (G8b)
6. Interpret how each theoretical framework of human behavior provides benchmarks for successful social work practices with individuals, families, groups, organizations, and communities. (G9b)
7. Summarize the cumulative influence of theoretical conceptualization in social work practice, including early engagement with clients, assessing client strengths and needs, providing appropriate intervention, and evaluating effectiveness of those interventions.  (G9b)

MSW612 Human Behavior in the Social Environment II: Culture, Economics, and Social Justice (3 cr.)

Prerequisite(s): MSW610 
Human Behavior in the Social Environment II investigates the impact of culture, race, economics, privilege, and discrimination on – and on the perception of – human development, behavior, and interactions within society. This investigation utilizes previously introduced developmental theories and conceptual frameworks and presents new theories and models designed to embrace human diversity and promote social justice.

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

1. Articulate a fundamental understanding of the strengths, challenges, and lived experiences of individuals marginalized in society (due to culture, race, ability, age, economics, gender, sexuality, religion, privilege, etc.). (G2a)
2. Examine the privileged narratives and ideologies in society and how those narratives and ideologies can foster implicit bias within all levels of social work practice.  (G2b)(G2e)(G2f)
3. Identify current and historical patterns of socially-sanctioned bias and injustice embedded with social structures, social policies, and systems of social welfare and control.  (G2b)(G2f)
4. Explore personal judgments, attitudes, beliefs, or biases that might hinder or prevent effective social work practice across the breadth of human diversity.   (G2g)(G2c)(G2e)
5. Articulate a context-dependent understanding of the risks, benefits, obstacles, and biases inherent in engaging with individuals, families, and groups of people within client populations marginalized by culture, status, privilege, non-conforming/non-dominant ideologies, behaviors, or characteristics. (G6b)(G2c)
6. Assess the impact of positional and cultural power and privilege in building trust and engagement within marginalized communities.  (G6b)
7. Identify the underlying context of assumptions, ideologies, history, and values in which each theoretical framework of human behavior developed. (G7c)
8. Evaluate the suitability of each theoretical framework to assess the strengths and needs of individuals, families, and groups of people whose assumptions, ideologies, history, and values differ from the framework’s foundational assumptions, ideologies, history, and values. (G7c)(G2c)
9. Illustrate, using both historical and current examples, how the function of assessing client needs can be co-opted as a tool for social control, social conformity, and the perpetuation of structures of privilege. (G7c)
10. Explore the ideological assumptions, judgments, and values underlying the intervention strategies associated with each theoretical framework.  (G8b)
11. Analyze the suitability and limitations of intervention strategies to effectively serve client populations across the breadth of human experience and diversity. (G8b)(G9c)
12. Compare and contrast the significance of socially normative benchmarks for successful social work practice with the ideologies, assumptions, beliefs, and values of the client population served. (G9b)
13. Examine social work practices developed within the socio-cultural context of specific marginalized populations. (G9b)
14. Analyze the positive and negative impact of individual social work practices and policies on the communal health and functioning of marginalized client groups. (G9b)(G2c)

MSW614 Psychopathology (3 cr.)

Prerequisite(s): MSW612  or Advanced Setting
This course builds upon the foundation of HBSE I and II and introduces a biopsychosocial framework for typical, atypical, and pathological development throughout the lifespan. The concepts of mental health, mental illness, and diagnosis are explored using theory and historical and current contextual factors. This course also focuses on clinical assessment, case formulation, and diagnostic processes utilizing criteria from the Diagnostic and Statistical Manual of Mental Disorders (DSM) and other relevant tools.

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

1. Identify ethical standards, best practices, and decision-making models relevant to the provision of mental health assessment and diagnosis. (G1a)
2. Demonstrate professional social work writing standards for case formulations, diagnostic assessments, and treatment plans using a collaborative, strengths-based, and developmentally informed perspective.  (G1e) (G6d)
3. Culturally contextualize the constructs of mental health symptoms,  and examine the role of historical trauma, inequity,  and other factors in the privileging of certain social norms of behavior. (C2b)(G2c)
4. Develop a critical understanding of the impact and power of the social worker’s role in mental health diagnosis, including client access to services, stigma, and other negative consequences of diagnosis. (G6a)
5. Identify strategies for promoting client self-determination throughout  the diagnostic and treatment planning process. (G6a)
6. Demonstrate formulation of individual and systemic intervention goals which honor client self-determination, are culturally responsive, and integrate client strengths, preferences, and needs. (G7d)
7. Demonstrate proficiency in the DSM-5 diagnostic categories, diagnoses, and criteria while also discussing relevant historical, cultural, social, and contextual factors in the a) establishment and utilization of the DSM-5 as a clinical instrument and b) medical model of mental health diagnosis. (C7a)
8. Within the context of diagnosis and treatment planning, identify effective interventions for individuals, including advocacy for client needs within broader systemic contexts. (G8b)
9. Apply a client-centered, culturally responsive framework to evaluate goals, objectives, and interventions in mental health treatment planning. (G9b)(G2c)(G9c)

MSW620 Social Work Research (3 cr.)

Prerequisite(s): MSW600  and Statistics/Quantitative Methods
The profession of social work is built upon practice informed research and research informed practice. This class provides the student with an understanding of how to design a research project, both single subject and larger subject, from both a qualitative and quantitative perspective. Students understand how to read research on best-practice, using their knowledge of research to critically analyze the research and apply it to their practice. They also learn how to bring practice knowledge into social work research.

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

1. Evaluate the value and impact of questions posed in published research for the practice community and clients. (G4a)(G4d)
2. Develop research questions that recognize and distinguish between pathology and various social conditions, such as poverty, social inequality, person and environment language. (G4a)(G2f)
3. Examine the complementary relationship between qualitative and quantitative research findings about social work assessment, intervention, or other practice questions. (G4b)
4. Articulate procedures to ethically and systematically generate data during in vivo social work assessment and intervention processes. (G4d)(G9c)
5. Reflect on the importance of personal agency in professional development generally and in guiding practice-related research inquiry specifically.  (C4a)
6. Scale research design for self-directed practice inquiry and improvement. (G4c; C4e)

MSW625 Social Policy (3 cr.)

Prerequisite(s): MSW600 
Through a human rights lens, this course introduces major social welfare policies and programs as they affect universal access to human dignity and well-being in a pluralistic society. Students learn about the synergistic relationship between policy development and micro-, mezzo-, and macro-level social work practice. Students also learn common approaches to formulate, analyze, and evaluate policy options in collaboration with constituents and colleagues.

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

1. Analyze the tensions and ethical dilemmas inherent in professional practice around policies or programs that perpetuate or respond imperfectly to the historic effects of oppression, discrimination, and trauma. (G1a)(G2f)
2. Differentiate between evidence about the general effectiveness of a policy and evidence about effectiveness of the policy in a specific cultural context. (G5a)
3. Organize information from individuals, organizations, or groups to describe how proposed policies or policy changes may differentially affect social, economic, and environmental conditions for diverse community members.  (C5a)(G2f)
4. Use policy proposals and related evidence to predict impact on client and constituency well-being at the local level. (C5b)
5. Use policy proposals and related evidence to predict impact on access to and delivery of social services at the local level. (G5b)
6. Select advocacy strategies that maximize capacities for self-determination and self-advocacy and promote accountability to policy-affected clients and constituencies. (G5c)
7. Map complementary pathways from social work practice research to specific policy changes, and from specific policies to practice adaptations. (G5d)
8. Examine how a false dichotomy between social work practice and policy making related to social, economic, and environmental issues has contributed to or perpetuated the historic effects of oppression, discrimination, and trauma. (G5d)(G2f)

MSW645 Generalist Field Experience I with Seminar (150 hours) (3 cr.)

Prerequisite(s): or Co-requisite: MSW605 
Students in the generalist curriculum serve and learn for a total of 300 hours in an assigned supervised professional practice setting to acquire a broad understanding of the field of social work, to recognize and use generalist principles and concepts, and to assess and then select intervention methods to meet individual, group, family, and community needs. The concurrent Integrative Field Seminar uses an appreciative inquiry approach to focus on generalist social work practice, emphasizing issues of diversity, ethics, social advocacy, social change, and social, economic, and environmental justice. The seminar integrates theory and evidence-based practice knowledge with students’ first-hand application of knowledge and skills as they encounter social work roles, values, and ethics in the field.

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

1. Adapt oral and written communication to meet client capacities for language, literacy, and speech. (G1d, G1e)
2. Demonstrate initiative to acquire from clients, colleagues, and community partners an appreciative working knowledge of the history and culture of the host agency and of the clients and communities it serves. (G2a, G2d)
3. Identify the influence of factors related to social, economic, and environmental justice, including the agency’s intervention strategies, in bio-psycho-social-spiritual and ecological case analyses. (G3a, G3b)
4. Generate a meaningful research question about social work practice situated within a problem statement and a summary of relevant research frameworks relevant to the host agency and its constituencies. (G4c)
5. Recommend advocacy opportunities based on a systematic scan [or SWOT analysis] of active policy issues at the organization, community, state, and federal levels that could affect the host agency and its constituencies. (G5b, G5c)
6. Demonstrate the dispositions of acceptance, curiosity, empathy, optimism, and positive regard consistently in verbal and nonverbal communication with diverse client systems. (G6b,G6c, G6e)
7. Constructively engage client systems in gathering information, interpreting facts or patterns, and making decisions about services and service providers in relation to identified needs or goals. (G7a,G7c, G7d, G7e)
8. Exhibit empathy and persistence to establish and sustain trust during the assessment process. (G7a,G7c, G7d, G7e)
9. Model tolerance for ambiguity in the process of change and intervention. (G8b,G8c, G8d; C8b)
10. Commit to intervention tasks and roles that fully span, and respect the limits of, (the scope of practice that corresponds to) the placement role in the host agency.(G8b,G8c, G8d; C8b)
11. Recognize and critique the influence of mezzo and macro level forces on the institutionalization of definitions and measures of therapeutic outcomes. (G9d; C9a)
12. Advocate for adoption of definitions and measures of therapeutic outcomes of unique value in specific sociocultural contexts. (G9d; C9a)

MSW647 Generalist Field Experience II with Seminar (150 hours) (3 cr.)

Prerequisite(s): MSW645 
Students in the generalist curriculum serve and learn for a total of 300 hours in an assigned supervised professional practice setting to acquire a broad understanding of the field of social work, to recognize and use generalist principles and concepts, and to assess and then select intervention methods to meet individual, group, family, and community needs. The concurrent Integrative Field Seminar uses an appreciative inquiry approach to focus on generalist social work practice, emphasizing issues of diversity, ethics, social advocacy, social change, and social, economic, and environmental justice. The seminar integrates theory and evidence-based practice knowledge with students’ first-hand application of knowledge and skills as they encounter social work roles, values, and ethics in the field.

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

1. Adapt oral and written communication to meet client capacities for language, literacy, and speech. (G1d, G1e)
2. Demonstrate initiative to acquire from clients, colleagues, and community partners an appreciative working knowledge of the history and culture of the host agency and of the clients and communities it serves. (G2a, G2d)
3. Identify the influence of factors related to social, economic, and environmental justice, including the agency’s intervention strategies, in bio-psycho-social-spiritual and ecological case analyses. (G3a, G3b)
4. Generate a meaningful research question about social work practice situated within a problem statement and a summary of relevant research frameworks relevant to the host agency and its constituencies. (G4c)
5. Recommend advocacy opportunities based on a systematic scan [or SWOT analysis] of active policy issues at the organization, community, state, and federal levels that could affect the host agency and its constituencies. (G5b, G5c)
6. Demonstrate the dispositions of acceptance, curiosity, empathy, optimism, and positive regard consistently in verbal and nonverbal communication with diverse client systems. (G6b,G6c, G6e)
7. Constructively engage client systems in gathering information, interpreting facts or patterns, and making decisions about services and service providers in relation to identified needs or goals. (G7a,G7c, G7d, G7e)
8. Exhibit empathy and persistence to establish and sustain trust during the assessment process. (G7a,G7c, G7d, G7e)
9. Model tolerance for ambiguity in the process of change and intervention. (G8b,G8c, G8d; C8b)
10. Commit to intervention tasks and roles that fully span, and respect the limits of, (the scope of practice that corresponds to) the placement role in the host agency.(G8b,G8c, G8d; C8b)
11. Recognize and critique the influence of mezzo and macro level forces on the institutionalization of definitions and measures of therapeutic outcomes. (G9d; C9a)
12. Advocate for adoption of definitions and measures of therapeutic outcomes of unique value in specific sociocultural contexts. (G9d; C9a)

MSW650 Clinical Methods I with Individuals (3 cr.)

Prerequisite(s): Advanced Standing or MSW647 
Clinical Methods I prepares social work clinicians to execute the essential clinical tasks of engagement, assessment, intervention, and evaluation competently and effectively in practice with individuals. Students learn fundamental psychodynamic, cognitive-behavioral, and post-modern approaches to each of these clinical tasks. Throughout the course, a multicultural lens is applied to identify implicit biases or inherent theoretical assumptions that might impact the responsiveness and effectiveness of each approach across a broad cultural spectrum. Through the use of self-reflection, a strengths-based perspective, and social work professional values, students learn to select and apply clinical approaches that best match the each client’s needs and context.

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

1. Compare and contrast the strengths and limitations of theoretical frameworks and practice methods in terms of their responsiveness to each individual client’s cultural context and values. (C2b; C4c)
2. Deepen understanding of effective, culturally-responsive, and theory-informed relational skills to engage individual clients in the co-creation of a therapeutic change alliance. (C1e; C6a, C6b, C6c)
3. Using the three central theoretical frameworks presented, create strengths-based and client-empowering clinical assessments and diagnostic formulations of behavior, concerns, and mental illness within individual clients. (C7a, C7b, C7c)
4. Identify basic intervention techniques for therapeutic work with individual clients within psychodynamic, cognitive-behavioral, and postmodern theories that are relevant to a range of presenting clinical concerns. (C7e; C8a; C9c)